






<^^'"^. 




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¥li« Dnl70r8ity of Chlesgo 



Ai Mxemmmnz oompabisoi op 

DiyfBRSHf METHODS OF VISUAl 
IFSfROOflOB 



A Dt&S££fATXO£r 

Satolttod to the fsoulty 
of the 3r»du&t« ;:ehool of Arte i^ad Litereturo 
in oitndideoy for the ABgreu of 
Dootor of i^lloBophy 



Copartmont of Sducetlon 



By 
frederlok Sean MoOluslgr 
Chloa^^ Illinois August 1$£S 



m 






I 




64A3mr- 



12ABLS OF CONa?SJ}!DS 



IHTHOPOCOJIOH 1 



CHiPIER I 13 

acperiment One, Freaaoh ilixplo rat ions. 
University iilementary csohool. 

CMPTSR II 27 

Sxperiraent iwo. French Scplorations, 
Central ancl Lincoln >iohool8, Evanston, 
Illinois. 

OHAPTSB III 61 

Sicperiment I'hree, Life History of the 
Monarch Butterfly. Central and Lincoln 
Sohoola, avanston, Illinois. 

CHAPTMi IV , iig 

iKrperiiiaent Four. Panama Canal* Central 
and Lincoln Schools, Svanston, Illinois. 



riment PItb. Panama Ganal, iVashington 
School, Shranston, Illinois. 

OMHJlffi V , 122 

Introduction to the Urbana Sxperiirients, 

OHAPTSR VI .129 



36 rime nt Six, Canals in United States 
History. Thornburn aohool, Urhana. Illinois;. 

CEAPTBR VII .144 

Sxperlment beven, V>'aste Disposal in Cities. 
'Ihornburn ochool, Urhana, Illinois. 



t»gtt 



OnA^SR 7111 2S4 

Jl^erieeat Sight. Koat&reh Butterfly. 
thotrwAiuxn School. Orl»aaa, IxXinole, 

CHAPfja IX e E44 

Bxper1.t3ent Kine. TYxe 3tory of a Moimtain 
Glseler. Srorabiira School » Urbttna, 
Illinois. 

£3cp«rliB«nt Ten. The S>%QTy of a Kountala 
Olaeier* ^onil^urti cahool, Urb^ua, 
lUioois. 

Sxp^xiumtA ?l«Ten« 'ihe 3tovy of a Koimtftln 
OlBoier, h^Al Sehool, Grb&na, IXli&oie. 

JHiPf £S X 300 

Ssperitsant '^welT9. Canals Itt United 
£>t&t6s Kis'lorj, Leal Sohool, Urbana, 
Illinois. 

CHAJPT® 21 307 

Ssperieiazit 7hirbe«n« ot.9aii;boat8. 
Ii«al School, Urbana, Illiaoia* 

OHAi 23B Hi 336 

ISi^periiaent. Fourtaen. - Uidole -^.tlantic 
States. Leal Sohool, Orbsna, llllnoia, 

GHA?f3E Xlil , 34S 

Contanta of Filiw 

OS&JPf® XiV 354 

SvBoaxy and C^nolusion. 



iirrBODijc'fioM 

visual education Is not new. fhe development 
of the art of photography In the realms of still and 
motion pictures Is new* This deyelopment has heen 
so rapid that the child of today la oonfronted on all 
eldee hy the pictured world, The Illustrated newspaper, 
the Illustrated magazine and the moving picture theatre 
all present their story to the child' mind* 

The present mov«nent for visual ecTuoation re- 
ceived Its Impetus In large part from the development 
of the moving picture yet the use of motion pictures 
in the classroom Is still a novelty. 

iSvery new movement owes Its Initial impetus In 
part to the novelty of Its attack upon the same old 
problems. Herein lies the possible source of collapse 
in the movement since that which is new today Is old 
tomarrow. Visual education should not run the risk 
of being discarded simply because on© of its largest 
sources of materials is to be found in the motion pic- 
ture. The chart, the diagram, the still picture, the 
model, the stereoptftoan slid® and the stereograph claim 
the right to as much attention as the motion picture* 
Moving picture instraction is not the sum total of 
visual education. 



2 



What is visual education? Visual eduoation is 
that instruotion as to represented or uctual physioal 
objects through the senso of vloion. These ohjects may 
be divided into three large groups; first, real objacta 
in their natural settings; second, real objects taken 
from their natural settings; third, objects and processes 
represented by means of charts, photographs, raolion 
pictures, models, maps, stereoptic n slides, stereographs 
and sketches. 7isual educators are deeply interested in 
the third group because it involves the use of photography 
in all its forms. 

The first probleia of the visual educator, then, is 
to determine vs'hioh of the three groups listed above has 
the greatest value in the school, jaad the second is to 
decide the relative value of the different materials 
which lal'^t be listel in each group. In addition to 
these first problemo, there arises a tbird and a fourth, 
namely, the detei^ination of tho best methods of teaching 
rith tho iraterials ox visual, instruotion and the improve- 
ment of the mechanics of re-presentation. 

iOduoational research with visual materials up to 
the present time has concerned itself largely with a 



determination of the relative valae of the different 
iteraa listed in group three above, Theaa axperimonts 
for the most part were centered ia a oomparison 
of the motion pioture with other forms of presentation. 
The first experiment in visual eduoatlon was 
conducted at Oolanibia sJniverslty by J, ?. Laoy during 
the sohool year of 1918-19o i'he purpose of this ex- 
perimental vvork was to "detejmrina the pedagogical and 
moral value of motion pictures." The following quota- 
tions descrlbo the work of lacy as reported in the 
Teacher's College Record for ?Tovemher 1919. 

''i'hese experiments compare the 
efficiency of three typical methods of 
presenting a story to punils: (1) si- 
lent reading of a story hy pupils, (c) 
oral telling of the story to pupils, 
and (S) presentation of the story to 
pupils by means of motion pictures 

The questions which the investi- 
g^ion was designed to answer were; 
(1) vmioh method .^ives pupils the most 
factual knowledge? (?) which method 
stiraalates the largest amount of think- 
ing or inference? (2) vAioh method most 
impro-zes the ability of papils to make 
moral discriminations? (4) which method 
is most interesting to pupils?., 

The data tabulated support the fol- 
lowing conclusions: 

Under the conditions of our experi- 
ments, questions of fact. Inference, or 
moi^l discrimination can be ans'A'ered more 



adequately when fee narrative material 
has been preaented by a storyteller or 

as reading matter than wbsn presented 
through the motion pictiire; of the two 
more saocessful methods of prsBexitution, 
the story-telllns has the advantage.... 

"Our rasalts v-ould indicate that 
the order of effectiveness of the various 
methods, v/here appeal to interest is oon- 
oemed, is exactly the opposite of that 
ivhich obtains if the ability to reproduce 
and a?^ply the material presente^i is 
considered.... 

"Under the conditions of our experi- 
ments, questions of fact, inference, or 
moral di so x-i mi nation can be answered 
more adequately upon delayed recall ^.-hen 
the narrative material has been presented 
by a story-taller or as reaainc3 matter 
than v.'hen presented throu,^ the motion 
picture; of the two more successful methods 
of presentation, story-telling is the more 
advantageous. "^ 

A critical evaluation of lacy's work oan b« 

summed up in his ovm words, "the investigation should 

(have been) supplemented b^ experiments v^hicii would 

(have eliminated) any constant error due to the fact 

that but one motion picture and one story-teller were 

Introduced." 



1. J. ?. Xacy. fhe Relative Value of Motion Pictures 
as an isducational Agency. Teachers College Record. 
7ol. £o. November 1919, pp. 468-65. 

(The tense of the vords in the brackets v?as changed 
to oonfonB to context. ) 



(TMs)lnveatigation, therefore, o&b mako no olaira 
to oompletenasa, nor dOQS it make poBBlhlo a final 
estimate of the relatire value of motion ploturea 
as &n ©fluoational agenoy." 

An exaislnation of the data on whioh laoy 
bases his third oonolusion quoteii above shovv's that, 
"the dlff^renoes botveen the' vf^rious irethoas of pre- 
sentation aro lees in 'he testa f -r ds2s.ye'3 recall 

Z 
than in the original orses.'' In other vvords the per 

gent £f loss fror^ tbo notion picture presentation was 
lover than in th© oral preeent-ition and reading pre- 
sentation. B^rthermore, trie res-iing presentation yhovts 
a lower percent of loaa than the or?»l presentation. 

A seoond experimont v^doh has boon reported 
In the field of visual education was oonrluoted in the 
New York public schools during the sohool term ending 
June 19S0. 

The experiment "was intended to demo-astrate 
the adfiptabllity of the aao of the stereoptisan pic- 
tures to olasoroota work in ^eo.'raphy,'' 

The experiment ^as bqgunbyW. Grandall i>irea- 
tor of I-eotares and Viaual Inatruetion of the Ilev- York 



£ Ibid, p. 457. 

S Ibid, p. 455. 



public so 'Oois In cooperation ^'dth Abraroa, Ohief of the 
Bureau of Visual Instruction of the State Oepartraent of 
Bducation. 

A report of the experiment sent out by the 
Bureau of Preference, He ..earch and Statistios of the Pub- 
lic Schools of lew York Olty draw the following conolu- 
sions from the research: 



"That the comparative tests 
conducted v;ere limited to certain 
phases of /geographical It. struction 
which could be most readily te8te<', 

Thrit in these tebts the ex- 
perimental achools which h'ld employ- 
ed visual aids did very much better 
than the schools that had rjot em- 
ployed such aids 

The recommendation Is made 
that a slmilir exporlnent be con- 
ducted under more properly control- 
led conditions in other grades so 
that more conclusive evidence may 
be i^athierorl," 1 



The function of the Bureau of Reference, Re- 
search snd atatiatics in this experiment w^ts only that 



Unpubliohed, 

1. "Heport on geOtHraphy testa given to 6A classes in 
seven schools using Visual instruction as an aid in 
teaching and in aevan schools follo\ving the ordinary 
Methods of Instruction", by Bureau of Heference, Hs- 
searoh and Statistics flew York Public 3ohools. 19i:0. 



of a testing agency called in at the aid of the 
period of experimentation. Hens a, marls' of the 
aignifioant oonditions which should be the aibjeot of 
control in any scientifio ex];)eri©ant were beyond its 
eontrol* The interpretation of the results was 
clouded by this laojfe of eontrolled conditions. 

The most outstanding piece of research in 
the field of visual instruction to date is the work 
of J. J. Weber at Columbia University. The following 
eunnnary of his material is taken frwa the Moving 
Picture Age for July. 19fc8, 



8 



(a paper by Joseph J, Vveber, Aaaooiate 
Professor of Ktduoation, University of Kinsas. Read 
"befor© the annual saoaion of the National Academy 
of Visual Instruction, at Lexington, Ky. , April 19£r . ) 



IMPLUMOS OF MOVING PIOTJRSS UPON 
OHOIOE AWD OONDUCT 



How groat is the influence of moving pic- 
tures upon the hohavior of school child- 
ren? In answer to this quocition I con- 
ducted an exi^eriment. Pour factors v^^ere 
salecte"! for comparison: (1) t' e printed 
page, (c) the teacher, (3) the ailent 
film, and (4) the film aocomp'J-niea "by re- 
msirks. The experirnent was o nduoted vdth 
nearly twelve hundred aeventh-grafie pupils 
of Public School 62, wJich is situated in 
the lower east side of New York City, 

The following teats were employed: 

1. Suppose a rich family offer- 
ed you an opportunity to accompany 
them this sum ner on a trip to Alas- 
ka 'hero you could climb mountains 
and see real glaciers. And suppose 
another rich family gave you the 
chance to spend the summer with 
them in a camp in some Canadian woods 
where you could hunt and fish and go 
canoe-riai ng — 

Would you choose t go to the 
camp, or would you go to see the gla- 
ciers instead? 

i, if'iirlte a short composition (oO 
words or letss) on me of these three 
subjects: choose one only: 

How I Spent !^ &ister Vacation 
The Story of a Mountain Glacier 
What I Hope to Be When I 5row Up 

3, Suppose your parents wanted to 
give you a book for a birthday paresent. 
If they showed you the following list 
and asked you to indicate the one you 



9 



liked best, v/hlch one v/oiilcl you so- 
lect? Oheok one only. 

The Old Testament 
Longfellow' s Poems 
History of the World War 
GladerB of STorth America 
Little Women, h'^ Louisa Alcott 
Hunkleberry Finn, "by Mark fwain 

In the foregoing three tests a slgi.ifioant 
sahjeot is oomraon to all, namely, mountain 
glaciers. This happened to he the yubject of 
the iQBSOn that one group of pupils read from 
the printed page, another groap heard from the 
lips of the teacher, a third groap aav? depict- 
ed on the screen, ^md a fourth groufj saw on the 
screen and heard commented upon by the laotarer. 

All the regaining subjects are merely strong 
counter-attractions. In the first test the coun- 
ter-attraction is a summer camp; in the second 
taat the counter-attractions are the .tS'-iSter va- 
cation and LhQ school pupil*..; ambition for adult- 
hood; and in the third teat the counter-attrac- 
tions are five books of varied aj?peul, such as 
the fTletory of the World V/ar and l&ckleberry Hnn. 

Hov-! the question is: Which of the four groups 
would choose the subject suggested by the lesaon 
oftener than the count er-attraotions? Or, stated 
differently, which factor woild have the greatest 
inflnance upon choice? Would the moving picture 
arouse greater ilitarest in the pupils than either 
the teacher or the printed pa.^e? 

Before I tinsv.er the question, I want to atate 
that the experiment 7/*-^s repoaoed three rimes vith 
the groups abifted along each time so that in the 
end each gro J.p had been under the influence of 
each of the fcair factors. For the BQGond vae^ 
the significant subject was "The i&irth and Worlds 
Beyond"; fox' the third week, "The Southern States"; 
and for the fourth week, "ThlB Jrov^/th of Oities 
and Their Problems." This rotation served to in- 
sure statistical reliability. 



10 



"Attention is oallaa to the fact that 
th® firet and last tests are prafareoo© 
m«aettr«s, shlle the seoond is a V»on& fide 
oOQdact teat— the papils ©ctuaJilsr «»rote a 
ooaipoeitloii. 

"lo give a detailed summary here woulft be 
oonfusing; no I h&r® combined the taaoher sni 

the printed \jage into trtnt nay be o lied the 
verbal faotor, and the two film ehoi^inge into 
the pictorial factor. 

"The verba.1 factor effected 1,826 choioets 
for the sib^eot auggestee bj? the leason, a»(l 
1,331 for the counter-attractions. Ihe 
pictorial factor, on the other hand, effected 
1,360 for tha sul>joot and only 1,'-.9Q for the 
ooKinter-attraotlona. This represents a gain 
in tbe numerator of 34 choices and a corres- 
ponding loss in the aenorclnator of 83, 
Altogoih«r aboat 58 out of some S,£00 choices 
ylQiaed to ths Influence of the moving pictures, 
thia moans a gain ol about I por a out. 

''In eonolaaion, • Mis wo oar-inot yet say 
^That is the axa:^t influence of laoving piatares, 
we have isstrong evidence that it ia greater th^ 
that of Qithor the prl nteci page or aven the 
teacher upon the behavior of our boys ansS gisrls.'^ 

1. iha 0X|)orimsnt is 'ioacribed in full in 
a^jr j 00 tor* a thesis, «hi3h is now in ths hancla of 
the j*rint»r and will appear before long. 1 



1. Joseph J. Weber, Influene® of Moving Pictures 
Upon caioice and Conduot. Moving Picture Ag«, Vol.V, 



JEp,14-15. 



ll 



A critical ©valuation of Weber's v/ork 
Cannot be made until hie taesis appaara from the press. 

A number of so~oall©d experiments in the 
field of viaxial education have besn reported in the 
newspapers. These experiments when traced to tlisir 
source prove to hava liefin conducted in such a slipshod 
and simple fashion that little relianoe o?^n be placed 
on their conclusions. 

It is obviouiri, then, that the research in 
visual erlucation haa only scratched the surface of 
the field. Scientific data v." ill only be accumulated 
throttgji long years of careful and painstaking investi- 
gation. 

The exporim®3ts which are reported in the 
follWiring pages are attanpts to contribute a mite to 
the store of knowledge v.Mch ill be aoouffiulated. 

The experiments, fourteen in number, are 
described in chronological order so that the reader oan 
fully a preoiat© the development and refinement of the 
technique of experimentation as the vork progressed, 

The problems attacked in these experiments 
all fall under the head of the second large problem 



I 



12 



outlined al>ove namely, the cleterinination of the re- 
lative value of some of tho materials listed in group 
III. This determination will be found to be in tamss 
of a comparison of the factual knowledge acquired by 
pupils thru an ax ,00 sure to different presentations 

supplemented by visual aids. 

ted— 

The writer wishes to acknowledge hla indeb- - 

noss to Br, F. F. Freeraan of the University of Ohioago 
for his inspiration and guidance throughout the con- 
duct of the experiments, and to the superintendents, 
principals ana teachers of the school systems in which 
ha worked for their hearty cooperation and assistanee. 



13 



iatp«rim«iit — 1. 

PHOBLISM. The work aoGomplishftd by tiie Sool«t^ 
for 7l8iial Education ra presents one of the first attempts to 
produce moving piotures for sehool room parpoees under the dlr* 
ootion of educators. These flints, illustrative of some 

of the traditional topios in the curriculum, afforded an 
excellent opportunity to compare the efficiency of this new 
medium of instraotion with other methods. iiistperifflent one, 
conducted at the University iilenjentary School of the Univ- 
ersity of Ohloa^o purposed to show the relative efficiency 
of the moving picture film and the teacher in transmitting 
to pupils the inforn^tion contained in a selected unit of 
subject matter* 

DBSORIPTIOH OFTHE BIPKRIMENT. (1) Subjects . 

Thirty-two seventh and eighth grade pupils in American history 
were selected to act in the capacity of subjects for ex- 
periment one. Th» intelligence quotient of each subject 
based on the Illinois Intelligence Examination was obtained 
from the records in the 



14 



prii»}lpal'8 office ajid two ©oaperpfelt groaps ware foisied 
by plscii!^ cvesy other papli la T&ak or«^ey of I» . in 
group ^h'' . aof' «Ter^ other papll la rank or<^«r st&rtirig 
«lth rar^ two i.i grouxj ' 3' . 

JrreTioiis to this e-^psriasnt this elees hj&d 
^■^8 giTea sos^ if^traotioa in learniag fse© fll®s la 
ooa£»atioa *lth sa lafonsal ©j^jieriaeiit wl tSi the flla 
titled , ''flie I.ifluaaBe of the Steaaboat on Ualte«^ Rt&tes 
Hletorj^.^ 

(S) Topic s l?h« title of th« moving pjotura 
film seleetet? for esparlseot oob was. "Freach Kxplors- 
tlone ia forth Aaorlca" yro<*uoo<! b^ the Soel©^ for 7ieu6l 
S^ucatloa, iaoorperate*?. fhe Bcensrlo for tfee filM wae 
e<^ite<l by tt, f", Bagle;^'. 

5?he oral preesntatiori of l^e s&m^ tople, 'FrariiCh 
Sxplorstiojis ia Horth iuserica," follosref tfce fila'fc* oatliae 
ag closely as possible. The teacher of history ia the Ele- 
sentery S<fe«ol of the Ualver^lty cf Chlc-egc presented the 
arsl seterial using a bleckboarri smp to illustrste the 
route., trsvereef? by the fr&ach in th«iy ©xploratloti©. 

(3) ?rea€>-itRtiQa of the topie * The regular 
ei&ss x%TiodfQ7e history on Mey 13, 19?a was use?^ for the 
expsriaent. aroup 'a" ifliich we will ei»ll ttoe "oral 
frroii]", aan group "3 , which r.e will call the "film grou].' 



15 



6«r« ssesabl^d in a history als.sti-'rooE, Xh« oaliar^s 

■sr«r« ittfort3»<l «iat thoa© who ward in groap **&** wer« to 

rasada with t^ir tsaobsr. Miss ?ail, nsd t!ios» who 

were in groap *'B" weye to go ^'ith the t&ritsr wli«s th« 

propel' tisi« srrivsd. th« folimlng inatraatioB* i^er© 

th^a gtT«Q to th8 obildbrec b^ tbelr t«30her* 

*'?oday w# are going to tell ^oa tk« 
story of th9 fr«nish ixploratiaaa 1; ^ortfe 

AiKsrias, I ant ilrst going to r««| . to ^aa 
s pari of this ator^r, th«a group B .'ill go 
•fflth 2*r. ^CJltiglqr to see a fllsi on Freuoli 
Ixslorritions s)-dl& ^roup A v. ill he*r as© toll 
th« e^so story* You Rsist pij- atricst attftsatioB 
to ersr^ thing you ase cr hear beaiase you will 
all bo gl.Tsn a test t-3 find oat v Jaat /ou haro 
l©an;»d about tbo Pranoh ::k pi orations. Srojcgr* 
on« pay sttsntlon go?» «^hil© T r'taa," 

Si 38 Tail r«aS th© following i^gatorlal to t!i« 

japlls. (Thn tii^ talidri to raad this s®at#risl «ae fi^o 

Sinatra, ) 

Msoassioa — Higtorsr 1. 

*"lf thQ yronab had BOt oona'<A®x*«S Ja.im5a, 
fushacl into t'tm regioia of tfao 5re % Ljikas, 
tjailt thilr fort® upon tha T'iasisslppi, ^tdS 
gradual 1;? pr.^ea^d «aat?;ara tov ard tbo frontiers 
of tbs -Sjigiieh oolOKl-9S, tl^ hlatoi;^ of tho 
.ya^rioaa p«opl3 . <Mld ha^'j foli»&®3 a ^^uito 
dlffsrent ocKirs®. It Is fittia§, tlass, to 
3spfeaais« .the s.lioat laafixss of this Fr^sofe 
EforeQSBt of exploretSou and asploitstion ®»s la ©ss^^tlal 



16 



b&a'kQTOuaf agfclfist whieh te Tlowr the 
«arii' ('ev&lQpm^at of our couatg^'. 

1^0 th0 &eei'^«nt^ of geographj?, sga^i' 
•>f tfe9 aT« ite of t>4ls ,erif>r are cHte. 
fh© ?3r®af'h fifeii:-®;j«i': to bg tha firat g«t- 
tl®r« ia th9 oal^ regioa that offeree an 
aasjf aeo9®H fro^s tk& ■tlaatie geabonri? 
to tK« interior of tii© o-eatiaaat. jiiee 
aetablisfcer at -aebsc arj^ M0;it?©el» th© 
operi g-Mtsafa^' iaj' before th©?4» fi ©ir ca- 
.'.bee sji'' bot»au3t i-'oulr !»« .o:e«i up or 

pass aj! the Ottawa ^i'vor, aa^ to^- ea ass;? 
portfjgo t© "ake aj|^i£e3..,g th^s ooul<^ roaeto 
.-ak6 tiaroa; or the vogyij-etu'B eoali' eKirt 
tha shore® Df oatsrlo, cfirri' their c&ao«e 
ftjwaai^ th# fsjlle &*ir raiS^'e at -llag-f re, 
ft^d laaafh th«si iig«».l.;i o-'i :.afc9 S?ie. ^'roai 
either polfit of vtint«4g9. th^ gr^&t pentrg,! 
valley* of tha eoAtlnent 3.a^ ftt their f©@t. 
Almost a ©core of i^ri^otlciitsilo wet^jTsHiS ofe- 
8tTaote<^ ooij- bv low sof' iterrow port^^gei; 
Ifl'' to th@ ivUeaieeli.il »at^ Ohio river^, 
through th® iMt«, tha Fos, the lea ^Ittiasg, 
thi> St# JoK©j»h, th® Mft«siee» tha ' uj'ehc^ga, 

of the Q-rest :.«k©a. 

Sat tiis Tsrv wealth et i.ossibllitleB fes^ 
Itg *^isa^va«itag08. It sseaat'a j^c&ttarlag of 

effort, it sseeat 6 eori^te>iit te^'tstSoa to 
the sxploitfitiori of the fur- trad©, whieti 
thri^fie aal-i' In v&.-t t-tretche?^ of thial^ popa- 
It.t^t': territorjf. i^ad to th® eoas^e.ueat aegleet 
.•>f perf«®.a©?it a?V' gt»t>l9 ^ettlegseata, the bailr'- 
irtg of hcffiOH, tho c'sv«*lo,-se:it -^f far'-ss sa^ fac- 
tories. It m«arit the fiogiin»a^e of the ti^rar 
ajic^ th® trai>i.@r, ti,© wasrsrsr aa*^ tt© af^v®atmr- 
sy» It aeaat the far-roechi ng J.aflu©ncg of the - 
Jegs.dt prief't with M© ef f3 elegit aethors? of ea- 
Ilstlng' th® fiPl»af'®hSj'> aftr rstalaJfif tha lo^'filt^ 
of the iri^'isrsB. It seSiit aaf«?t;' for the lii^^iaf^ 
tfi*^ja»®lT«s-, fa? ti:« f;ir"tr!:it'<?> ri<^t oal4' fi^P aot 
•"-Istui'b thes isi th«iy aorsii'H© hi^sblts, bmt gaw 
thair 2jor;0 of 13 f=;-* & acBs f&laB. 



aT 



tfsrslae-'' la ■ fsrt the character aa<l <*xtent of 
tha Fraafih oooupstJoa; irat oal; in , nrt. iba 
ch&rsict^r of the i'reanh esttlera aad th^ 

95.}aoittitiori rathfir than Kettleeisnt. It was 
not the star<^i0Lt sf the Fr^ach @toek that 
form^p %h(* backboaa Af 'j^g FTt.:io&, '.Hrkirsg 
temoAg the /ra.ic^h Ipsi^lgrs ate ■sere the ^.e&|, sso- 
tlven v'fdc^h iaB^A.T^f- 60 a&aj of the --'.agllsh 
colordst- to seek roal aa^ permsaeat hosme 
in tha .?'ew sorl<^. ;'.ftc.>:iag, too, w*3re the 
gr-lrit of »@lf-reliaftCQ Hrx*-* the treritlOA of 
local self-goverx'aeat which the -^rigl.ish 
broap.nt with the?* frosi the i^other couatrj'. 
Ihese tliffereAoea wore ftta-^aaental, aaf" to 
uaf^eratand the^i la eni,eati»l to a.i a^:|_:rt^el8- 
tion of the i 'letl tutlofiB sa*" 1- aale which 
oone^tltute the bseio eleaejits of ii£i«ric-&a 
natloaalig© ti'>r=r»;^. It «rae, he^avar, the geo- 
graphleal p.ettitig th^t le«^ eo algaifJcaatlj? 
to the rievelO;:me;it tht^t n®e<^e«'' &ai^ the uni- 
fies jig ■eft' ©fit of the b'T^iiCh ii'xf ipJiinn w£u^ 
Biafl their sften^^th to fase the se^arete ^jle- 
meftte Into the e^abrj'O of » great natloft- 

48 soon ui" thin five aiaute preliaitisry c^ie- 

.^aeaioa was flai0he<^, group B i>afceo5 to the orojentioa 

TOO® thre- <Soore ^own the imlle {The project! 09 rooa 

was s olaes-rooa U8e<! ^ the Scfeooi of i>:aacatioru ) Sh© 

pttpile were a®&te<? in froat of the fils. fhe ispriter ^oteS 
ae operator a.i'' before the setosi showliig of the film fee- 

^n. the writer spoke to the chll<^r^a fe-e fo.ilew^. 



"W» -.re r'-sa*^;^ to linei-'i -^>'^^'» - ^-^ strict 
att'sntion to ^le fila. ' 



fh© ti^9 no'isuts^^ i-i eho'^ifi- tha fil:a w b 

t-fel'S'e mi:iut@B (tira^?* b5? tl'.e writsr'e ?fstc,h» ) Xhe pro- 



.8 



i^QtOT ass3 v::Q,n sa Optigysph, f^ roo® was aaxt 
^n& the projeetloii ©xosllsisfc« f^ silr^rda 89r@€ii 
if^QM a part of %he eqaips^nt of the jro«s» In c^d^* to 

aequaini the r«->4©r «ltib tb« mib|«ot sattar in tfea 
fila, tM oatllE© Qt th& film i8 repro-lJised hsr«?i'ltfe 
fro© t^ sjllabtis e#nt ©at i^f ths ao3i«tj for fl^al 



19 



Outliiio of Jontonta - History X 
(Titles UEdarlinoa. ) 

3oaiir?:r fob ?i3iiAi ai>JOAXi©N^ laa. 
(Outs ilisj^fcr'^ts the captioris under which tbay nra 

warve of gScvs^fS >-V.04.r, rlth vr.^ccl of St;ya9 of 2 COO suil- 

"='^'>'" "^ru-riaa to 3ilf of St« I^awrerioo. 






•i.-- r«3r,-jo rifvor In l^i-i't: '/ovs- ■••;■■ in li? 



;;a^ 



Trip >JOr-;ol»st-aU oocino is o3v:'i into -irwJT'ntecl ni-p of 
"loitb Arisrioa, .osplorers' raat« indlo.'.»;9d b ~ line 
rnortr;^ :fr;>??i th« aat't, rasaing s ath of !f8rfoar3dl'i!i<3 
Up iip«i St-» lAi^rsaoa, to Quohao, ox, to Jtontrssl* 






old rrifit, 



■Rsp^oaujtloii of n.n old ; rixit, 
?r9T}i3h yisio ex Mars d -^re^t la8:®3 







5?rip eonpleteda 
Veesel at left of pictur©a 



yi.rjgt rc^tg? via Ottwa £ 1^® ? 

Atil^^j-it^^d :i5a.5 f3lla"v3 mata u:, .;i,t ^ 

I)Qtt»|fl IJ jj^Jl j^r* r>0lftAi ^08 



-r to 



20 



A notha r route thro'iph X.akg Onta.rlo 

Aniin....tofl lino tsegiris again at mouth of Ottawa River and 
oontir-uGS up thg St. lawronoe, along north shore of La.k9 
Ontario to mouth of laagara Rlvar and a little mi^ ap 

thnt I'iv'-or, 

Map of_ M^agara Ri v er 

iixpl orj.it i on line ;; ntl.naes in tb.e "aloso-up" nsap to a 
noiiit telov/ tho falls, vbsra tho ortaga r ut© is In- 
dloated t/v !i ;.:oCtea line. 

Jauoa^ v/ere qa rrled .irxin.'^ r ^y.lJ!; .: ':or 

Roproduotion of ol'3 print of "4^ Port?. go" . 
A Po rta ,^ 9 

lotion pioturei? of rneri cirrying oanofis around f^Ola. 



The Q-or^i ^e 

Motion pictvire vltw-fe of the gorge 
Hennepin's dra' Ikg; of tho ifelle 




A real setion pietur©, 
'Sh.Q eaaoe is oa the hacj: 
of the im:.a» 



Heproduotion of Hens spin's ovn arav trig. 
The ^^Xia 

Motion piot.-aros 



Kotioii f4etui'@® 
Ke^'roauctl on of old i>rlnt 



J. w .L J. tj 



PrenGh asnplora.'S all Groat Lakes 



21 



£3ho?;2i b.y anlaiated map 

Houta; fiom point .-.bove Eiagiri;. F?ills nlong north, shore 

of I'iks iilria, up Detroit Hiver to location of Detroit. 

The built fort uno sto ra at Detroit 

loaMtion of a>6tr":>it ahovi'i".' ,on 1 ir;^e .aale niap; and anira- 
afcs3 cTrploration line continues an Detroit River, thni 
lalrtj .lit, 0>air, 3t. Clair Kiver thra T-yxVio Hurorj, along 
g. W. shore of ats*. of Macinaa (looatl on of St. IgiiEoo 
■LBd Fort VTloh.i ilimaQkinao indl c-ted ) sjiith 3ong ■/vostem 
shore of Latei TUohigan and thru ^iroen Bay to its head, 
Othar routes aro shown irom J'a.chillinacJclnac down east- 
ern ahor© of lake ?^ionigan to St. -ioi^e h; ana from St. 
Ignacci along iJppor Pernntjals shore to St* ikry's Hlver, 
xip to tlia SJenlds floccition of S-ault 3t6, ?'d.riei indiOAtoaO 
and along southern sh.ore of lake St'.porior to present 
site of Ualuth, 

S'^ult atu. Iferio Instriot 



HeprO'3;'-otlor> of old rirlnt 

Y l;; w ;..n Piks Bup eri or 

Reprodutj cm of oJ 1 print 

frenoh ^ goutes I nt o Ohiie ajfi j Mi ssissippi V^ll az-rs 



The nj-ain routes are showii by a serl9>3 of animivo6 lines 
on ohe map, 

I-?o"ate 1: fron^ ialfe Superior up the Woito River (rjeo.r 
the present site of ilshland, ?«i30 to the 3t. Oroix 
Rirsr, 'iavrn. thQ St. O,j?oir to tbe Mist^ippi, tMgnoe dO'Ain 
the Mississippi, 

Rouia IT: from he^id and Sr9f?n Bay up the Fox Rivor to 
Lake Wimiegago, tlircRigh the Lake, on up the fox River 
to .'i. port:,go, fioross and do^vn the Wisconsin to the Miss- 
issippi, shown by ^^soving line. 




Henr-effin at_ ;ft^ Port&g< i 



Th9 m&la rout^ 
mbona by aolmeted liaaa* 



22 



Tjtt la falls of tba Msataslnrt ^ 

".oproJuottOK' of an oil prlrt 

Ti ...^alla and ^ ^ , Saa5.Qpln oc the ^ ^gulaejppi 

..epro vaotio.n of ',>lu print 

fc^iiofi r.lctapae of v!»oodBTsan*8 canoas ok tba appor 

a<mt« 3: from ^;res«nt .. 5 1© of Ohla^igo up south 
braaoh of Ihioa^o rlv^r, -ort'-r"'^ to -h« 

the niinole to t-^e 
by raotrlng 11 no, 

Halnod fr^ah fort near 3t» Touts 

H«pro<3aotlan of olo print 

Raprodjiotior; of portpiit 

:^out,e 4: far ov?n t^^ uniTated la^p) frees lMk9 faiahl- 
ii-ao up t^« .>t# loiseph, ports^^a to i>h« 
K"-iik\}c.aa, 'losn th« KtnknJtea, «in4 tha 11- 
llnolB to the '^liisfselppl- ihown "by r?ov- 
ing line. 

e t«rti roatas iaTfjlooad first: Iniiurs v/arQ Inant 



'\ -tngero ug there 

Houta 6: shov-n by 'Anir .-;) fror> pr«;3;>nt iilte 

of rola'o up j..noa to tha prasant . 

slta of Fort -^-i.a, In^1« , porta ^'^ to 'he 
«^tilM*ah, flown the ■ abv^uh -^lia tfea Jhlo to 
tha iSlsoi ;alp.i, 

Houta ; irons tna ; r«s}a> t i?ita of d-'-^sluslc^, up tha 
3aDdasfe^ rlvar, portf.i,rti to t. a 33ioto, 
io-vn tha ioioto to tha Ohio, Aomn the 'hlo. 

Eouta G: fro® tha rr®^<''^t nita of 32a^alartJ, 

tba ■>a^/iih':-- ,9 -'aaMSi.ga::;, 
Ho^Ti tha 3hlo, 

Bo'.ita s from tha -.to^-^uV ^i .o ji ^^la, ■oortii^^o 
to Fra?iah vreak. tha ^IJ^-'.hen:;, -Md tha 
Ohio, 6ho%n hj? mairins llr*a. 



all tlia roiit«« tx«e- 
•« by tha morias 

liAB* 




|>Q;^ofQ'"'l^cr "'" 
JtriSS 3Dnn'!Qtoa, to fix iha linaa !?* the *ja>,dl*s 



23 



S4 



An «DKain&tion of this outline s^ocrs that a 
large ppoportlon of tha :nim ia darotad to etiil plctaj^ae, 
»^8 sn^ osptions. Tba actaal proportion of esoh of 
th«sd pJiases of tha film is ..Itos on pag# f |tj by tfea footage 
measureBsent of tha fSls itself, (3«o aMpter IS for a 
dlsoussioa of thla point,) 

IHirli^ tto® tirj.a thQ fiigj a&e shown _to group 
"B*, Kiss Vail was giving group "A*' Its oral insftraotlon, . 
Sh« vm^A a blaokbosru ?iap to lliaBtr^ts th* r oat as t-i-kea 
by th« Frenoh. i'h« roatse «-'«re traaea on tho biaaltboard 
«ap ss ahosi'n by the filss, This issatraotioii »"iia givan 
to the papiiB in thoir reguiar history oiaas-ro«»a, 

?h© tlise coK^iBied b^ the oral pr^ssntatlsas 
wa« t»elve eilnutes. (Tiasd b^ tha teaaher*s r^^atoh. } 
I!te« I'aSl followed the tilling or iesture method In har 
presesitation, 

The oat), ine of ths oral asterial givaa bj^' 
ia«e ?&il is Q8 follo«e; 

t@21 hOTj J'rsnoh in 1600 sailed frog? 

Fr'anee to Oalf of dt, Lawrense, Indioate this 
on map b^fora oiass. 

The Tr^noh r?* ofeed the 3t, lawrenae Hi'srsr 
in 1635, fo^^aPie t<xik thlrt^s^ii -peeks, Indioate 
the sxplor«r*a route h^ a lino mirlm% from the 
east, raassaia;* south of :?e*FiOim-31ima» inp the 
3t# T^awreiKje to ..aeb«o, on to iJontrsuX, 



The F reach fotxafef Montreal an? uel^ee 
on the BU LsHreaee Biver* Show their lo- 
eetioR on the sap. 

The Frsnch eSso ^x|»lnro<^ the <*re»t ""afe^s* 
Taf?ic«ste on, the aai-- the XoeatlOA of the 
C-3feBt ■«>:«?>. ihe flrJtt .route tfcey tool^. 
wae Tin the Ottawa Hiver. (Trftee this 
route Ui- the Ottfi^p. to I^ke Mplsetne then 
\i'£ ws^ter to Lake Huron, ) 

la 0TC9T to resch 'Mks iliriSRlttg the 
^.Xi>lorerg ®ft<^e port&g/? , o.^rr^Jng their 
goo<^8 snf? aenoes seroRfi leaf?. (Inf^lcate 
port&ge an asy* ) 

T'-e French tor>k naathf>r route thru TAlt© 
Oatsrio ui; to the UagRrti Hirer iu\e f&lle» 
where tl ej were forcer' to i46ke & Ions Por- 
tage, (ho* loeetioa of falls oa siap r^nd 

The teacher aay f'ef^eribe here soasethlag 
of the FsllB an^ their sis, Qtc. 

Aaoag theBe eerl^^ explorers wrb one He.i- 
aeoia who fs&'^e soae rrfiwi.igs of the falls 
which wfire ver^ goo'^ a-i*^ eerve*' to c&ri^ 
b80k to ."iuro-e n eojieeption of their sise. 

After t}.9 yQTtg'i «rou:i.-^ th© itMs the 
'jx-lorert foaa'' thei?if^o3?:^K oa Jske -:rle 
where thej If^ter built the "Griffaa," the 
first large shJi huova the Ffclls, 

From th^ae two router iat<^ th© Gre'fit 
T^kee. the French explored all the C^reat 
I.aKess. 

roatiftulag a^ ^elte Srie ftom ,1lafa?e» 
tbfjy 6ail.t a fort t-nf' etora at letrolt. 
f^ocote Jetrolt on aSi- arif" corttiriue e^- 
e3oretiori liae u^ tne 3etroJt IJtrer, ti ni 

Take Ft. flair. St. Cls.lr EiTer, thru -a^e 
Huroa alOiig e.w. ^hcm of nti.. of Maokiaec, 
BGuth alo:-:^ tiie *v>ie:tera i^hore of :.*lfe .UcM.- 



26 



fh.TB<*. 0th '^r r<?nt«8 to tfca jhio Kiver 
wera tak«u froa the ^rei-oat pit»i= of Hnn- 

ejlTSsia, thra the esasll ri?©re ia Ohio 
aafi raansylTaala iato the ofeio rdr&T* 

Ihe Pr»ri' h explorer; the weetera routes 
first beceas© th« IruTlaae Ksr« lest^t roftger- 
oa4> there. Few eftttlaiaeatt vje^rs fou/ioed 
baeaase tha Fra.ch explorars wera ao8tl;» 
trs^terft anr! siJ.8Sio.aaridP.< 



A ooRi;mrJfio?i of tho aUoT?> outlia® with that 
of the filci ^'^^^'^ tha exte.at to which ^s oral ir*- 
etractioa j/srsllelofi that of th« fila. 

('i) ?>ig toeting co.-i'-Jltioae * X^se^iatelj 
followiug th§ irttttmietio^i of both grroupa tha ohilitrea 
w»r« r9as8«fabl9<^ in their histoi;^ elaeti rooa aad were 
taste*' se follawe 

First thejf wsys given twQ bl&ak 8fc«'>tsj of 
white paper aa*? s copy ot Qoo^e's outli,a& sa€^. of -^orth 
Aa«Tie6. 560 oat', thav were given ti^ followir^f:: Ififtrue" 
tiofis by the writer: 



"At the toi- of ©feoh sheet of paper sat* 
your EMij. write ^onv -^^aie, c^s*^©. «*-«'«•'' ^^^^te* 
jo«, wft sr9 golrtg to 6Bk ;'ou soise ^usatiOAB 
eoaceroij^ what ^'Oii heve juet se©.n t^a^ 
baar^. Acs^sr e.s sjaa^- ep jou cea. You 
will be given tiae to write until ^ou tsre 
finishei^, I 'B'lll ^rit© tee ca*?f:tioue oa 
the boar^« e.m' will giv» jou an opfortanit;^ 
to ask %& queetions If th«>ry le ari^ worf^ 
yoa c^eariot rea?% ;voj?>: ' jaet ?s re-irl;/ aa^ 
fts accni'Btel^' sb fou caa, lo aot <?opj' th« 
qnef>tjo.'i8 fros* tsha hoi^rfi, ferite j»our sn- 
Bwer after eaob aumber» '' 



2f^. 



gaa am^ thru Gre*^! di^i' to ita he«<^» ) Othor 
i^utofc ehoair be ehofs-i froa 14Jchllliamcyj:;iac 
ffowa. ^asitdrfj Shore of T&k© iCJ^hJgaJi to St. 
Joeejph noit fros r-'t» Igaaoe alo.-^ J, per _ d.-^i- 
Ifitttila ghor*> to '^t* Meiej-'e KJvsf, up to the 
Ha i<^B at .='8 alt ?te. itsrle ?uk' alosi^ the 
«intb ;rn ehor.?: of -sko ou, «rlor to the 
i; reseat eite of uluth. 

After '^x;>lorlrigr tha Cs^^^^t "ajrse. th© 
Frfti^h took aeveral router into the 'hio 

Route l« fros T^^ke Sup^'rior ap the 
White lilver to the Ht. f roix Kiv$r, f'ow.i 
the ?^t. C roix te the "jiissiBtTippl aad thsryse 
^own the iliBiiSgslpi.i. 

Route P « Frora the hear sa*? Gre<^n 3a;p 
ap the "fo% 'Hlver tc T&ka felniiebego. 'xhrxx 
the :^.^ke, on a^^ the Fox Inlye? to s rortag^, 
»oro8s anr ^own the WisconelR to the Hleeis- 

3ft8l<^es Eenaei'in, :,« S^ll** i?8h another 
groat -explorer who ooTorf>^ tbs Mls«elf;elppi 
?&ll6^- r?lBtrlct. Shei- foaaoet^ St. •ovUp. 
bnlli^Sag a fort ther * 

ilouta 3. Froa the pre? <??at site of ChS- 
o&go ii]; t'he 0oath branch of the Chlcego 
HiT©r, porta*© to th?? 2 es :Xfela^1e., eioog 
the ^oa'plalnea a# the Illlrtol!t> to the 
Mississippi. 

gQute 4 . Frotfs ''.ake yjchlgan a^ th@ 
Bt. ToieJ^ iorta^e to the KanJrakee, r'owa 
the Ka.'ilrBkoe, fe/v^ tie Illinoi© to the Mia- 

eiasippi. 

Hoate b * From the pT eent eite of I'o- 
lec?o«"up"'fi2e Meac5«<> to the .•rearant alt© of 
Fort aeS^ae, lacitxim, ,. ortage to the trahaeh, 
aowa the ^abeeh &n^ the OM© to the MiaeiP 
sippi. 



prtvlotts to th» aK:p9ri!stst "b^' t^ ??ri %er «/®r» t^n 
written as. t.hs lsoa-r4. 1!i« ahilSrais Trot« about thirty- 

iB saorlr^ the papers. 

v^a^ati i>i^ fo-rr, ri^e, t'^^elv^, foartesa, and 
sixt®0B «ar« "sap cuestiOBS." fii^a© isdre sKsor^d as 

C^i« point was slTiKJ for, 

or &&&hm* 

3t» tCRiis, vu.e1j(i8<3, Maf2tr@ml# J 



Cuostioas us9f? la rjalvercltv 31emeatfiry School ^SxperJaaat, 

1. French explorers snli jd ££^m- to — ■• 

2. la what kl:iis of 'aorta dl«^ they crosg the Atlaiitic? • 

o. After re^w'.hiag Aaerica the «acplorer8 sella-^ up the 

rlTesr. 
4. TT&ea oa >oar iat.p t'h«s first routs •cii©Fe expiorsrs took 

ia reaching the Great Lakes. dumber tiilB i. 
6» Sraco oa ^our map tbe seco!V' route theso French took la 

exploring the Gr«?it L«kos, UL-aber tht^ 2. 
d. What <1ifficuit^ did ttiej? haTe oa r^achlig Hagara?— 

7. How dl<^ they ovfcrcomo this difficulty? 

8. What kiafl of boats '^lA the ©xplorers firBt iise oa the 
Great lakaa? 

9. ^^ter the explorers ouilt e ship, the ''ariffoa," 0:1 Take 
3rie. A'hy r'lf' they buil«^ a boat rrtther thaa sail oae 

Up the rivers iito the ""iake? • 

10. OlTe the -laraes of two .freaeh explorears, 

11. ^Vhat <lifi the Freach builc et etrolt an<^ St« Louie? 

12. Lonate 01 your sap the important portHgae, Mark each 
with ad X. 

13. Why (^ifi liie Froach -sxplprers travel over tho westeni 
rivara first? • ^ 



ti) 



14. The Fraach took four ^Iffereat routes in rtaching the 
jyileelBsippi xivar from the Gr«at Takee, Trace these 
routes oa ;/our jmp* 

15. Wtet Is a portage? 



16. 3*m<i isaf! locate on ;-OTir map the sattleseats foaif^e*! 
fey the Preach. 

The sample aap Ibllowic^ repregaate the ke;^ 
usee la scoriag the sE»p oueatioiis. fhe total possible 
score ia the te^t ^se 38. 



SI 



Accepted aaewera to qae.~:tlQfi« ucef — Sxperla'^mt oae. 

PQj^Q^ Oae polat for each corract striswer. 

Talue 

*^' 1. frvflce to Cwebeo, or Fr'saoe to Jiorth iBeriea, or Firaao© 

to St. Lawreace silver, or rrsac© to Qalf of St. .■:awreaoei 
^^' £. Sail boats, 
'^' 3. St, Lawroace. 



»^' 4. (see DBBp). 



*^' 5. (see map ) 



'*' 6. They hsfl to go around the falls. 

*^' 7. Thay carried csooas aroaad the falls or aa'^a a portage. 

* ' a. Canoes, 



'^' 9. Xhey coul^ aot sail e large boat over the falls, or they 
eeul^ Qot oarrj^ a large boat'^ver the portages, 

*^10. Eeaaepla aad La Salle (one iiOint tor each). 
^^^11. I'orts ann 
*^'1S. (aee map). 

(1) 



* '11, jforts an?' stor^fr (o-ie poiiit for each) 



13. ladlaae were more friendly in. t!.e west, or In^laoe were 
ffiore frloadli- ther-u 



^®^ 14t (sa? iat.'-]» ^^ pupila yivat-.-m xaore ta&a .four routes 
corractl^ they were give a credit for thss® also* 



*^' 16» l^a^i bet'fo*®^^-"! two v?ools£ 5f water over whl^^h ^e^^s sr® 

carrl»^« c-.r,, Flar^e whtr-s k.«&q esyrl©^ cs^oee c^ gcof^s In 
tT-'^r tc gr^ fr^s 0'% hf>^^ of r«'--k^T to ?"riathfr, or. Place 
wh'Sre men oarrl^f c^eaues or goo'^s i/i or^er to go sroaa*? 
places la ^. riv^r where tti<?j realr-i't go. 
f^otfi. A ari3afe©r &&}(' ''a >.ortsg^ w*?e s. etirlp of iea*'^ 
batwesa two h^.H^B ^f wutdr. " ^hls ^S6 aot ao.c«pt9^« ) 

(4) 16. (8*2-^ nKsp)> 



(13) Total polatB oa qaeetiot^ 
(£5) 2otai points oa aap work 



(38) Total point 3cor« on taat. So get tho "3cor«" add up the points 
nade oa each cuoi^tion* 



S3 




34 



^BM XiB30Lf3« the roeulte of axp«rSJ»nt om 



©repp 




ill &11 but 

10110 

i 


lOBS 


Airerag*! 


It 




1 

I 

9.58 


7.3 


106.9 




%6 


U*B 


%m 


5.t 


106,4 



^Ifelo 1# 'rh» results of e^i^arlT^isafe one, i^mp^riim 
fil» with oral iBStJraoUon at tfcs Bisriwiitary -ohoal of tlw 

An aaasiination of tho ic^aolt© ©f Ihls fi^fst e^i^rlaient 
Bh09S tlai% tbe oaral group Bknis an sverage tots^i soar© ,8 of 

ififfererce le t^o siir^t to ^© of m^ah alguifiasuo*. However* 
bF eofsparing th© boojmi® aade ^j the tm sro«*ps on the aap 

^sestiofid s nrtti<s«abl© diffeyetice cf 1.4 ioirits or E3,f j^roent 

in f^Tor of th« oral gs-oap is f ouiitl. 4pp3?03Ciimt«i# t^ asffi© 
^Bsoniit of tim« irsK Bvent by the lioaeher a.a tU^ ^*®^-^,ree©ntatioa 
wltbiu the twelve ©iairtes.aB was ^^ed by the ills dariiag its 
■fiweiv© aiJEito pr®^n'4atioii of th® »a®e m&lerliaa lad the 
%mQh93f plao®4 iN?j?e @®pb»®is t^.sa tls« film on t&e imp 
*^ouup 9l^u4ea#a ii-* tMs'g:i?omf mtre moment the tiajr o^ %h& 

expeiri^ent* 



35 



work, the score mafle by the oral group on the elerea non- 
map questlone would have been ooasiderably lower than the 
score made by the fllia g3roap. The difference in score be- 
tween the two groups on the aoa-map questioas ie only ,2>2 
in favor of the film group whioh is not large enough to 
account for the difference in the map question scores. 

fhe map instruction as presented by the film 
was an animated line <5rawn on a blaokboarci map similar 
to the one used by the teacher. In_aa_jnuch as the total 
possible score in map work wa& twenty-five points, this 
difference of 1*4 in favor of the oral gix)Up is signifi- 
cant. 

fhe score macie by the two groups on the eleven 
non-map questions is not so aigaJ.ficant in this experiment, 
because the answer to a fluraber of the eleven oxieetions 
was to be found in part or entirely in the caption in the 
film. Captions are reading material, hence ideas gained 
from the captions were transmitted thru language, not pic- 
tures. Such a comparisoa involves the ciifference of ac- 
quiring certain information thru reeding as against hear- 
ing words. 

5?hree objectioos can be raised concerning the 
reliability of the results of experiment ozie: first, that 
the film was not the best possible film to teach this 



36 



partloular unit, and seoond, that piQ>lla were trained to 
learn map work more eoonomioally under ordinary class room 
metlioas than frcxa a film which is relatively a new method 
of presenting snoh saaterlal to children, I'hird, that the 
test diii not tost all r' the deairaele owteosies of film 
instruotion. 

While this film is perhaps not the hest of fiia^a 

In ilw organisation and crriingewent of stihjeot matter, the 
same thing could be as id of the oral inetr action whioh 
followed the outline of the filia. One mif^t also raise a 
oounter question, namely; Was fche method of"t©liing" used 
by the toacher the Ijeet wethod of teaohtng the oral group? 

In answer to tlie seoond objection It should h© 
understood that this group of twenty-eight uhildren had been 
drilled on scaae of tb» pointa ot* learning from film in 
oonnection with another XilBt, "The Influence of the Steamboat 
on Unltci States History." Furthermore, the newness of the 
situetion^ would he a factor in favor of the film situation, 
ellipse noreXty, vividnete, &ad rapid learning go hana in hand* 

A dlGCUBBion of the third ob.^eotion woula take as 
into the problem of the validity and value of information tests 
in eduoational measurement. It is the purpose of the writer 
to keep these points In mind in drawiof oonclusions from the 
results of all the e3:periments herein desorihed. 



37 



QBAFSm II 



&:periin9nt 2, 



A oomprehenaire program of rasearoh In risual 
sduoati on ri«0QS3itat«a a l-ir,^-3r laijorator,^ than tha .-ao- 
mectarir SohooJ of the Unireralti^ of Chisago. A aohool 
a^stos vhora motrlng piatura Instruction had 'buer? in 
operation was clfisim'ole for fA-o raaeona; first, the me- 
ohanioo of rtinning ths experlmsnte i^ould ha rsn^ereci ©aslor, 
and aaoona, thv*? sub.lects would b@ familirr vith tho 
"film situation.'^ 

Thrti the efforts of Dr, ?. IT. ?re®nian of tho 
'Jnitrarsity of Shiesgo, permlaalon was obtained from 
3aperiritend07it Kishols anot Aesistsnt SupGrlntendent Walker 
to oontlme the resa<;rah in the Soath ::^&ziB%on Schools. 
A p-isual ©duor.tion program h^-d .'bflrQn U; operatSop In rSvans- 
tOB for t-. o ye.Hx-s, and the sahools v/oro ©qulpt with the appar- 
atus rieo©s;iary to carr^- for^.ard the raaearoh in an ©ffeetir® 
manner. 

?our erpfiriBsnts v^re plai^Bsd on <> lars^e soal® 
Involving tfiraa aalioalsj una 2iJ£ ahiiiirec. A fosirth sohool 

v?a{3 inolad@3 in the origiiial proi?rarg, but it w^,s foutsd to b® 
equipt for lay tlr:ia projtjGtiori. 



38 



Ea^^riaambB two, thr«« Mud four w«r9 c^fried out in tiui 
(Antral aad Linooln eobools* is^«riaaat f 1t« oas takaa 
oir<ir to th« W^hiagtea sehool. 

Xiaumaoh aa tha eicpeariae&ta wora atartad aaar 
tlia and of tha sohool year, it «aa impos&ibla to giva 
aaaory twta folloniag thB original taata. Seets tba 
following Sapt«Aar wara out of the qiMation ainoa tha 
aigh^ gradara mmtb pr(»otad and s^mttarad aitktr in 
tha aaoondary eehoola or elea«hora« 

Tha auooaaa of these expariffionts is doe 
largalj to tha oooparativa af forts of Aaeistant Siogpar- 
intendant •'/allcar and his taaohara, 

SUOSLS^, Xha raaalts of aa^arioent ona 
indioatad tliat tha '^f iln i&athod" was not as effaetiTa 
aa tha '*taaeher-teliing Bathad"* in teaohin^ gbbp 
inforiaation* Xhis resalt furnished a lead for experiaent 
two. 

It aaa daoidad to aalDS octtparisons of three 
iMthoda of inatmetion aa follomis firat, to o^tpara 
a presentation by the fila with oral instruotion during 
i^ioh the pupils followed the teaoher's ma^ instruotion 
Igr referring to a map of 9ort^ Aaerioa in their gaagrapk* 
ies; seoond, to oiai^ara eaeh of these foraa of teaching 
with a e^Bibination of oral and f il» instruotion. 



39 



ffe® ss«^ topie was iB9l«et«« for «s,erliasat two tfcat fea^ 

fee-5ii as®« la tk« ar4.^?sit|^ of CMeag© -assseataxj- Sc^feool 

S5« flla ^y t^»t titl® pso^iio©^ fej? the floftiet^ for Visual 
m^m^tiont Iaciorpo«it©^, t»ag as*^ f^r tfe# film l^truc- 
tl oa» " 

.{f) Sab 3 acta * ?a|?il» of th® e«TS3tfe aa^i 
#l^tfe srs*?© in the C«iitral sa« TJL^oln sel^ois ir«r© 8«- 

I®<ite4 for th« 9xp«rla«at* fh«sa ehll«!r@a h6« fe«ett tePt- 

1 
^e with th« Chapfssrs Ifit0l3.igeac@ llsssiiiatloa which Is 

«i09crife0*' la tha Jour^il of ^i-^acetioisRl riea«arch fo? 

December, I'^gO, pp. 777 -786. In oy^«r to f'iTl^# the eMl- 
^rda Isto tfewe eoa^rsbl« groups, tha ebil^rea st each 
school wfr« r©?:jlc®i In sr<5«r ^f tU-elr seosre cb tfee latel- 
ligeaee «sasiciatioa, Qyoct* 4 was forsisf^ b§ taking 9T«sy 
fourth sfeil<3 starting with rsf* ona; group 3, ^^ taiaag 
«T«?y faarth chil^r stfiytiog with r&iik two; group C» S^ 
tsklaf 9f^s^ faurlii eMl^ etartiag with i?&nlc th?e?*. 
Sisilerl^. tfer®8 praaxjse w@re ar^?iiig»<?- at th» Ui^©a,n 
sehool- 

Cffeie mnthofi. wa» foaai lat#r. to ^ laaeea3P»t«" 
forfoisaii30 thrsa »Qa-l groans, fha §roai>8 vari*^ ia 
sversffa lateliigstM© "9t^ i^*'^ a© seleeto^. "i.*" flr®t, /"B" 

!• J. Qwoa^ wimf^m« A @?di^ Xfit«ftlig«iie« l3G»iiiaatl@a 
Without Wrmg^TmA BliA&s. ^oaraaX of Mfutatloasl Hoseaafob, 
^&U XX. lto« S. pp. 7?f - 786. 



s«cona, and. "3" tMrd. Had tho arroupa been seleotad in 
the following mnnfir this slight airferen3e bot^sen the 

three groups 'noald hfivo been rootifi«d. ) 



40 



; 


group 


A 


|j 




■> 


'. 




f 


rail}: 


1 





— - 


^. 


: 




. 


i:'' 


1 


: 














: 





J gto. 



(._5) Pr<?s-3nt'.t1.oyi of th^a toj.i'j!. t'f^o flays 
before -she eKpesriiitieRt dntailod plans xor thf- sxperimants 
were disoaBseci "b^- tbo v/riter in a reostins of the tsr-ohars 
^rtloipt &liit? in tha reanarcn. The filr. v?=ie ©xhibited -t 
the- same tlGf la or-3;5r th-'.tt ths tpas'-; jra ,Tlvt-a;^ tha oral 
instractlos '^ould bs aWe to parallel the film aa eloae- 
ly as poaalM®. Without axoeptlon the tea-ihors agreod 
to do all the J aouia t-o itaics tho ospsriirants ^ gasosss. 

The first half of tha aspariment. waa launahad 
at Osntral school, Ma^ £3, 19£1. The ohildran who wera to 
iBsicd up tho personnel of sash groip i-ers sent to the 
plao98 assignee thsTr in the three rooms wher® they W9r« 



41 



plaoed In saro of their taaahere. 

As soon IS tha pupilu MS reaahed their 

destinations tha tsa<3hor in each room sjave ihe.T! tho 

following ins tractions. 

'Xodiy oou '.-ill h&*-r th*> Ktori' of th© 
PreBch iixploratioiiii in i'-'oi'^h A!i*ari3a. 
Pay sti'iat attei-tion to all yoa haar and 
i;s«, for 5^0 a 7.111 ho tested cr 7/h?it you 
hare le-rnoti, I;C"», 1 ait (joiii^ to rea4 
Oo 'jou. for five minutes sonoorfilng these 
explori.tSons, I-i^ten v^hile I i«iad." 

Thia prali binary oral disauseion v.-ub tho 

sama as th>it aa<5d xk experiiaerit. one. (So© p^S® 2*f ) 

Crroa"^ A» i'ollowiiif^ !.rn» prdiiPiliiarjf oral dia- 
oussion, the tea^ihtsr oi" si'o^P "A", Ahiah vo ?;ili o&ll the 
oral groap, presontoa the otory of Vna Frenoh Sxplorations 
for twQiity-four tnlriutea. {isae page 2.^] jXiring this 
twenty-four minute* .presentation Q&cb pupil had his geograpl^y 
open to the sane n^p of ?Torth America, fthenevor refsreoca 
was made to the K&p the pupils followed thru th<s ro.*taa 
taken by tha Frm;.(ih as thvi ta%or.?sr trasod thasi or. her cslass- 
rooro B>ap. 

Sroog^B. Followin?^ tho fi^a uiir.=ato pre- 

liBln-iry digcuseion, .^roup "B" received tv^olve =!^lnutQs 
*Ch© teisher tiraad her presentation bv her ws.tch« 



42 



oral inatruotion h^ their teaaher. PMs iaatraotlon was the 
saraa ae that glv0n th« pupils In exparlBiant one. fhe 
piplXe liat®iie<i to tha te&ah^r nna looked at the CTtp 
ua«d to t©&3h thQ loaatioe of the roatee, portag«8 und 
settlements made by tha Frsnoh axplorars, ?he rmip ^^as 
a aj >ss-rocHa rsip oomp irahle to the one shown In th© film* 
Onl^' thos® routes indioatsd in the f lira were aiacaaead 
dtirlrsg tha oral presentatioc. Th@ oiass-room msApe us©d 
by groaps A an.) B were lientioal aopios, fhe teaaher tlmafl 
hor preaoiitation with bar v^^toh. 

After the twelve mlnate oral aiscasslon, 
group B was .-aarohed to the hfi3.1-va/ belov where it er* 
the film, Frenoh ^plorations. Tha ehOiflRg of the film 
ooaaplevi twelve minutes. Sroap B joined grovi, ^l in the 
hall-v'-ay, since group 3 was to see the filsj a aeoon*! tisie. 
Vhen the tr/elve minute film presentation was finished, 
group B returned to Ita rooia* 

■3roap Oj. As soon 'i& t-ba te&aher of groap 

3 had flj'iishea raading the five rolnate preliminary oral 
dlseuaaioB, the pmplls m-j^rshea to the hall-^^^ay below* 
fhis lovH-er hall was e<jpuipt ith a sllverefi soroes, drop 
sli^dea a«di ourtains so that it oould he @^%B%ly ohaBged 
Into a pro^eotion roois. folding oteira vierB placed In 



48 



froat of th« scre'm for ^e ptiplle 8.a<^ t«fecfce?s, fh« 
pro^acto? ns9<t «»ee) b SMii-pdtt&ble, Zenith • 

File ic^tt^etioa &n^ ©satartftinra^ato vbBrm 
flias w«r9 usee? hsi l^aa carris*^ oa la this ef^hool for 
mor® tima two jears. Henee, the flls sltaetioa ime aet 
st?&:3ge to the pUi-lls; furthsraere, thl© «^»drioaoe ha^ 
traiaka<^ thea la soae of the polats liiTolve*^ la l»era- 
lag th^fa the sedlaa of aotlon plotaree* 

Sroap C y«c9lye<^ twe.it^-foar alautes of fila 
iastifTictlon, or two e^xmla^ of the f 1 lis ^Freswh SxiIotr- 
tlo.as. Ae sooa »e the fll® prafceotstloa wae fifil8fc©f'» 
grodp C roturao^ to Its toom, 

f*) The taste > .it th^t e.i^ of the 
lostniotloa perla<?8 ee«h i'«pil w»6 gi^en a set of :%lm&9~ 
graphed quest! oaa, a copy of s alaeogwai^he'i ^sp of ^'orth 
Aaeri<J8, 8f^<^ the foll^^irsg instructs oas by the taacher»: 

"First fill Ik tfee hl&iik e.acee &t the 
top of BBtch ^aet. AB eooa as that le 

fi dished, tiafsweT sk sinn^- of li^B rnes<tle«-^ 
a© ^04 eafu erite ;-our anesere In the 
BviiCQB iTovii^9A^ ilh»e tho siiaeographecl 
a&p for'^ou? Sfiswieire to th<i aa^ qaeatlof^i. " 

fhe teetl'^g period was eapenrise^ h^ the 
hexis aaf" the writer. 



44 



Wmn tb9 p^lls iQ groups ii sad C lisui fisislied 
their %»&%», the writer aelcAd them to a^m^sx th% foXlowiz^ 
quAStlosa at tht bottfm of ttislr qaestioa slwetss* 

"Grottp B«** (Xj ifhftt Aid 70a I«ara 
trsB tli« fila tisftt jraa did not iears frc»i 
tho t«Aoh«rt 

(g) What did 70a Xesra 
froB tta» te&ohsr %h»t jrou did not l«arn 
from the fiaaT 

'*6r*i9 C.** (X) What did 70a Xeam 
from tho sooond showiai; of the f iXa that 
70U did iK»t Xeara frosa the firstT 

At the eXoee of the testing period the pi^)iXB 
reeutted their reguXar eXeee work tmder their ovm teaoher* 
The papers were ooXXeoted, tied ia l»iiadXo@, and XabXed 
groups 4,B, and C. 

She test was the Bam» as that used in exper i»ent 
Otts* Bovever, in experiment ttM the qsestions were 
■dBSOgraphed on a singXe sOieet of pap«r* fhe pntline 
of Sorth Aaerioa was aXso siiiseogrsphed* 

fhe papers were all soorea hy the writer who 
used tlM» sese seoring Icojr m^^a in experim«it one. 



45 



The aeoona half of the •acperlaent was oari-ied 

out th» iollo??iiis day, l«»? £1, 1921, at; the linooln School. 

Th9 Qxperimant 'lasorlbaJ abovo at tho OentraX Sohool was 
repeat 9d at the Linooln Sohool In every detail* Th« 
8ani9 sort of projection room, a >sall-way, ^.^q ussd at 
tha linooln Soliool* 'Hj i-apaatin?^ »h9 -a/itiral S«ihool 
prouodsre, th« liccoln Sohool half of the expariraant 
8or7«d aa a oheok. on th<i results obtainttd at tho ^antral 
3aJ)0ol« 

H23-JItS« Tho tosta glv«n in azparlnseiot 
t%o wera soordd !>/ thtf writer a nrst tlma, iJlx vieoks 
lat«x tha scorad ^ere o'.iofced lu ^^rder tc a«oare oiil- 
forEJ and aoaurate scorins. 

rh9 arsr?A,5fl soores orada bj aaob ^rotip on th9 
a&p qua^tioas, tha iRfori»ition qaostlOM;^, &nd ths qa<93- 
tions conblvied is ahov'r; in table km 



46 



Ceatral i&tool. Hs^ ES. 19B1* ? t& &ad 8 th gsm^^ec* 


67931^ SewDftT Av«ri^S»! sc:ore . a^^etioas mw «ee»i 


S^tal se9»ll 


pupil* ig©aee 


j 


flla; £7 53. ?0 18,e3 l«dX @*07 4.7@ 


16*10 5.10 



A or»l «1 


£4.04 9«n 


1«1£ 


11»66 


4.3£ £1.37 


&*B4 


£iia ^.6 


01,§O 9.U 


1.7£ 


&.4E 


3.96 14«53 


4.S8 




l»iei. 


7th end 

xa.as 






d oral 
fila ££ 


^•23 9*73 


X.41 


4.9$ 


A e»l U 


|ie»£i 1 f.e4 


UB§ 


ai.oo 


3.M £Qi^4 


4.74 i 


C fila as 


Sf.Sft 3^.40 


l.»» 


J9«.SA 


S.S9 20.14 


B*&3L \ 



l» file aforage ooorea am^e b^r ^a^^ 



47 



1?h« scores tabulated in tib3e tv/o .how that 
group "A" it thQ Central School made ihe boat total 
average score of i/no three groups. The oril group's 
total avorTu^Q saore was 3.E7 points or 18,0 :l above 
that made b^r the or il -film group, "B", nnd 6,84 points 
or 47.0 ^ abov6 that made by the filE group, "0". 

The aoov-e made by the oral j;ro ip "A" on the 
eleven inforraution questions was only .60 or 6.6 ^ 
higher than that mnde by tho film group "3". The oral- 
fllm group "S" made the highest score on the eleven In- 
formation questions, being .32 or 3,2 jC above the ortl 
group, and ,9£ or 10.0 fo abovo the film group. 

The scores made by r.he groups on the map ques- 
tions v/ore v.'idel^ aori-ar-itad, as iu experir-ant one, 'Tere 
the oral group made a score over tv-ico aa Inrge as 1*0 
film group, a difference of 5. £4 or 115.1 ^. The oral 
group's score waa a3so 3.59 or 44,4 ;S higher than the 
oral-film .yroun. The oral-fllrn group in turn rcaae a 
score 2.65 or 48.8 p higher than the filra group. The 
scores on the raap questions are very significant vihsn 
one considers the fact that tho total /-ossible score on 
tho nap work was onlji' £5, vlth an average score for the 
entire t^roup of 8,06. 



48 



At the linsolri school tho T'lnk of the oral 
•incl oral-filn) groups Is reversed froR) v-hat it v/iis in 
the Central eohool. Tho film group, however, ranks 
third in hoth schools In the totrii avaraga score- iri& 
the average naip score. The reversal in rank of groapfc 
A and B may reflect tho teaching abilitjs of the toaohers 
giving the oral instruction, a factor important enoush 
to offset the other variable hfllng; meusurad. 

The total avoru^re acjore mside by the orf^l-film 
group is 1,95 or 9.6 p above that made b^' the fllra group, 
and 1.85 or 9.1 -^ above that male by the oral group, The 
score made b^? the film group on the eleven information 
questions v.us .87 or 8.9 ^ hif<hor than that made hj the 
oral -film group, and 1.34 or 14.4 ^ hi>5har than that made 
by the oral ,'roup. It v.'na pointed out on page above 
that the snsv'^ers for the elover^ information questions v/ere 
to be found in part in the caption or language material of 
the film. 

Tho scores niade in the map questions vore again 
strikingly higher for gro ips A and B as compared with 
group 0. The oral-filss group made an average score £.82 
or £9.5 ^ higher than the film group, and 1.38 or 1£.5 % 
higher thtan the oral group. The oral groip made a score 
1.44 or 15.0 ;^ higher than the film gro.<.p. The differences 



49 



* 



in the m;ip sooroa ure not so striking as the differ- 
onoes ^betwoon the three gro ipa in the Central school 
half of the experiment, Hov/«ver, in tho Central school, 
Lincoln school, an;? the Univorsity iSleraentary school 
(see ex;;erlmQnt one) the .groups which reoelved only film 
instruct jon iinade tho lowest avor:i?:;Q s-jore on the five r.iap 
questions and tho lov'est score on the total average aoore 

The method o.t selecting oomcarable groupa by in- 
telligence test scores in the j5vn,nston ox' erinent v/as faul- 
ty, (See above pa-Jie 3^. ) This fact ahould ha taken Into 
oonsi aeration in the interpretation of tho roaults of ox- 
peri rrjents tv,'o, throo, and four. Furthermore , on the daya 
the experiments wero performed, 3e\^eral of the pupils were 
absent, njakin;^ the number of subjeota in each groap differ- 
ent. 

In order to make ftllow«nce for theso differenoeB, 
a procedure was followed; to throw out of the groups having 
la higher number of pupils thoae anils whoae intelligence 
soore did not natch vory cjlosoly pupil for pupil tho in- 
telligonce sooro of pupils of tl^e amallost ;;roup, thus 
rnaking the three gro ps equal in number and intelligence. 



*£J!ee page S| for a qualification of this at«^.te':ont< 



50 



The first sot of ravial ts given in table tvio 
followed prooaduro one, let as exaisine ths reaalta of 
exp«rimeKt tv?o in terms of the ^nethods of •qualizing 
the groups. 

■jroups equal in nambor and iritelligerica pero 
obtair.ad by irjatshing ths iritolligonoe scores of the 
three gro'ips r-iapil by pupil, aisregarclir :-t the experl- 
mental tost soorass. In this manner three grojps of 
twenty -one pupils v/ere formed in tbo Central so ho:! and 
three groaps of twenty-two oaplls wore fos^aed in the Lin- 
coln school. Tho groups having larj^or numbera suffered 
the loss of the individuals whose test soores could not 
"be ffiatched. 

When these j^roipa had heon formed the scores 
made In tho tec-t wore placed in oh»irt form opposite their 
naroes and new totals and avara?^e3 computed. The results 
of this prooe-iure are shown in table three. 



51 



This new tabalati.on of res alt? left the 
rank orier -f the groups fuiah'-ngod in the Oantral and 
Linooln aohools with oiie ©xoeptlcn; the flic fivovif^ made 
hl.^her total score than the orsl oTOixp ,04 or .1 ,C 5ii 
the Liriaoln sohool. rhia dj^farenje had heen foiuid to 
he ,10 or .4 -'^ In "favor of the oral Kro.'p in the origin- 
al grouping given in table t-so, Thl3 lis th^ onl^ place 
recorded in experiments one ar;d two vhere Ihe film ^roup 
made a total average soore higher than, an oral or or-il- 
fllra groap. (See page 4"^ .) 

The difference in whe rranks of the oral and 
oral-film groups qit tno linooln sohool should not he 
minimised, Whether it was due to t « f'lotor of the 
differencje in teaching ahility of the four teachers, 
the Vrrlter does aot kno??, 06rt>iinl/ the (difference 
in scores represents the effect of q f-'Ctor operating 
other than the one measured. 

A detailed examination of the roaponses made 
by the pupils to the tost questions revealed oone in- 
teresting facts. The work doi'a by the pupils in the 
film grorps on the map work lacked the unity and ex- 
actness evidenced in the other groups. 



"p. 



Central School* May 23, 1921» 7 th and 8 th gf&dsso 



•Sroup Suffiber Avrag e: SQar « <|u eaiiens } Ma.p saopg 



I pupils i igane« j 
1 f . seoi'tt i 



Total ssoiCd 



B dral 
f ilra 1 21 



A' oral i 21 
C film ; 21 



B OJ*al . 
filffl : 22 



A oral 

C film 22 



53«98 I ia«u 



(5 4«04 j 9e71 

54.10 9-19 i 1.' 




MoD» I ttrsfag«~]~ MoDa 



3»28 i4.92 I 1&A2 
11.66 |4.32 I 21.37 



5.47 i3«93 



14.66 



I 5.24 

! 5.SI 



Lincoln School. Uay 24, 1921. 7t! and dth gradss. j 

i ■ . ' ' ' 

60*25 9,72 : 1.30 i 12*22. :3«61 j 21.94 ] 



22 I 60.12 



i 60,18 



»99 



9.13 I 1.26 
10.63 I 1.37 



11.04 13.36 



20«.22 



9«63 13.28 i 20.26 



4,30 



Table 3« The average scoi'tt laaia by sash greup in 
experiment tvo after the groups had been paired to s&gut^ 
groups equal in intelligense. 



I"-0 
jr ; • - 



I-'O 



52 



In the two sahools fift^-one pupils resai- 
ved pux^e tiln Inatruotion on th« ^renoh Explorations, 
Nine Ox these paplls misplaced St. Louis or ]j«trr>it 
or both, on thfcir saps, on© even going ao far as to 
plaoo St. lo.Us near the 3t, lax^renco river, TTina of 
tho papils in the tv/o gro ipi' v'Qre mixed in the ro;:>tes 
the French follov-ed, even going so f^ir in tvso cases 
aa to start one rout« re'ir the Radeon and i»e3 aware 
rlvere. Three of the fifty-one pupils m^=de no 3Core 
on the map v.ork at all, tv o tracsed the outliaes of 
the jrreat Lakea on t,he Kimeo^raphed tsana to rspreaent 
the routes ta:ken. The remainder of the fifty -one 
pupils were oorrejt In their aup reaponaee as fo.r 
aa they ^ent. The hi;^hest soore mnJe by any of the 
fifty-one students who rs -eivea the film instruotlon 
was seventeen out of a possible twenty-i'ivo. 



53 



Forty-four pupils ia the two echools rooelTe<^ 
orsl lOBtractioa coupled wl-^ the use of the ©lass-room 
map. Of these i>upil8, iilae aisplaoef' 3t, loaie, the 
greatest orror being the placeecat of St. Louia at the 
present site of CleTelaad. others x>laeef5 the city ia 
IlllnoiB but oa the IlliooiB rlTer. Soqa of the pupils 
traced wrong routea, &a/? all of thea maCe poiate oa 
their aep work, The hig leat ecox^e taa^e by aay pupil 
of the orsl group© oa their loepe was 18 out of e poe- 
Bible £5. 

Fift^ -three p^^ila received oral plus film 
iaetractioru Of these, three aieplscet' St. Louie, an^ 
oae saieplaeef' both Detroit and St. Louie. Oae etu^eat 
drew routes thst were wroa§. fhe higheat eeore ma^e 
by ans of this group was £3 oat of the poeeible total 
of g5. 

This aoal^'sia in'5icate8 that the pure fila 
iastn:^tioa failed to fix correctly in the inlaws of 
the pupile the location of the verioue routes ana settle- 
meats, me Might raise the qucsfrlca, le th!e a result 
of poor atteation rforir^ the preeentatioa ot tte fila? 
Joes the filra situation scatter the atteation of the 
pupil* If so. IB this an inherent problem in fila ia- 



54 



stractioa whieh auet lie £«olTe£ \^ asm doi^eee In the 

preiseatation of a film which woal^ cell the atteaHoa 

of the papil to the iaj^orteafc r^etaila preeeate^t Soae 

AOMmar to these qaestlons tsay be found in the respoasee 

to the quest ioae which were aeke*^ orrJLly at the conclu- 

sioa of tte test period., Sheee Queetioae 

«i»»*^ were enswerec^ ia v^ritiag in the epace left et 

the hottoa of tlie .'aitaeogxephed Bheet. For the fila 

groups the queetion wsb: 

1, Whet He you learn from tiB eecon/* showing 
of th9 film which you ^i^ not leeru the 
first tiae? 

Tweatj'-six pupile of the Ceritrjsl school re- 
plied ia t^ following lasaner. ITwo B8i<t they learned 
fflore about the lest part of the filis. ^txr sain it was 
"har^ to get sll the firet time.'' fhree said they ''^i^ 
not notice" certain thiage the first time. Dae aal*^ he 
^fi6 not watch close*' the firut tia^. Dae eai# the aec- 
oa^. ehowing wes aot aeceeeaxy. Six sale! the secoaci 
showing helper* thea to remeaber ^'etails. i^ight ee^i^ 
*'thoy were ^bls to give more &tteatloa to details the 
secoaci tisie* " 

fwenty-five pupils st the Linieola school aa- 
ewere^ the same questioa (followijag the test after the 



55 



film plas film iastrtK»tioa} ia tfee following ajaanep, 
Oad aai^ hd oolj? "^got sbout half the first timd**" ^ro 
•aid the; ''hed isore time to weteh" the 89coi3£ time. Four 
of the papils "aoYdd up eloeer to the fil®** in oy^ep to 
r&&& tfa© eaall eub- titles the secoca time. I'hree S6i<». 
they dida't g'et the "eaali print" tho first time. . Four 
e6i<f: "jiothif^ irae aedo plKioor" ^9 seeoad tiao. Oaa 
eai^ "that h© sew places h© sklpi©^ t; »«f^iag it tht 
Boooael tine* " !Po«i of the pupils reported thet they 
were able to resieiabor the f^eteile better the eecoad 
tine* 

fhe TesQOBm to this queetion ehovt that the 
l^opils oTif^eatly ^0 not gi^e lOQp etteatloa to the 
Bhowifl^ of 8 fila, that eoae fievlce to center their 
atteatioa on the importeat facts is aeec'e^, thst the 
print Buet be large eaouph to be ree^ st the f&rthe^t 
eoraer ©f the OT(^in&rs elass-rooa, boB tii«t the film 
ia ootttiauouB preeeatstiofl chaagee to a a&n eoeiw be- 
fore the pupils have the chaaee to grasp ell ia the 
oae eceae before thesu 



fable %% ®*** Responses to ffU®etioa 1. 

What 6 Id you iesr .i from the ^eeom' eh owl i^ of the fil^ 
which you eie Qot leero the flret tiaeV 



56 



Fills groupe ( eatrsl ead Haeola schools. 51 pttpiis. 


;Jami>er of puijiit 
Keepoaee :@&kia0 responae 

I 


h.av6 to get six first tiae 


b 


lie's aot notice firjt tiiaa 


3 


3i<? not CO nee litre te flrr.t tiaae 


1 


Uc> fiot watch close first tiiaa 


: 1 


Sew places akipi-ed first tia^ 


i 


Able to give 3iore sttentloa to f'etfills 
th» B&eond time, : 


10 


.Sacoa^ tiam helper* to reaioiaber «^et&il8 j 


16 


li<^ not get cfflsll rint ia fila at first 


3 


MOTec! up closer the secoafi time 


4 


I'Jothia^ maf^e plainer hv sec oar- ehowiag 


£• 


}i^ not afMiwer ouat ttoa 


g 



57 



5Kfe# gioaps which rseelved oral followed 

hy film liietra^tida were sskeir! tho following qaer^tioas; 

1. v.hst &i6 you leara from the film that yoa 
<?i« not lea ra from tiie teaeherv 

E, What ^i6 you leara froa the tocher that 
yo^, 6ie aot learn from tte film'r 

«.8 in the C889 ^f the queetion aekefl the fil® groups , 
the rasponeee were recor^e^ et the iwttora of the pu- 
pil*© sjlaeogrEphe^T test sheet, ffee respoiisee are tabu- 
lated by BchoolB (oae gioap in eaoh eohool) e.a^ by 
qaeetioa ia the followirs^ teble* aq eK&sainetion of 
thie table shows that the aioilng WboJc 11 ae («airaated) 
flsa^e a deep iaix>^9&8loa oa tl:» papilB. However, thie 
^id not eerve to ai«^ thea la the eort of thing called 
for in the tet^t» elnca these pupils were uaable to re- 
pro^ ooe the "»0Tiag bla«*k line-' as accurately as thoee 
who renelv©*^ the oral or oral- fl la laetructloa. Further 
light on this prohleia ssay be foa^i^ in the reepOiisee to 
question 2 where 10 of the £3 pupils thought the routee 
wore iBftd© aaore clear hy tho tescher because sh e tallte^ 
while DOintlm to the fsag* ■ Oae pupil thot the flla was 
caor® interftFiting* One thot it wes "oaaler to see than 
to listen on a hot ^®y# '^ ^hree papile ealt' the fllsa 
was too fast in cosaparisoa to the teacher, ;Jight thot 
the teacher m&Se l&e j»ortagee, more clear i^ecauae 



58 



8he tol<^ ineifieats eoaneoted with the ©torj^ eat5 reaeona 
for aoklng the portagee. Other aaswere of saiaor iaterast 
ware glTea which are i"«eorr?9a In the table. 

ThQ8<i 6as!wer8 are the o^Aaioa of tho subjaote 
InTOlvefl la ti © sxperlmentt, an<' are tiierefore opea to 
soise gueetioa ae to their reliability. HoweTer, the re- 
spooeee were all wrlttea dowa b;^ the paplla theaeelvefi 
iffliBe^lately following the e3?perlmeat itself, They at 
least furnish aoeae Talu&ble lee^e for futare experlaieate 
ooatrollef^ la euch a feshioa that the pTObletae raieecs 
caa be solTe^ la a ecieatiflc maaaer. 



59 



^ble 6- 1*^ "aspoosee of pupils to 

^aestloa i> s/hat ^Id ;?0U ie&rn fros the film that 
jou did aot leara froa the teacher? 



C^llh^ SCBOvL 



: ^.IXOLJI SCHOO: 



iiespotiBS 



iloviiig t)lsck liVis 
osde routes tiiore 
plala 



Jo. pupils 
Maklf^ reepoaee 



Sesponee 



MOTlog black line 
isade roiitsr siore 
pXai a 



JO. puvile 
|8M^__res£onej 



loutes were aac^e 
iBore plali by 
film 



koutas were saafle 
sore plaiii b;- 
film 



film v?aB aore 
deflalte 



film more iiit'srsf^-t 
lag sac? gjstluct 



■dftgara map aore 
clear 



Great 'afces aore 
ciser 



portages and trsva; 
more clasr 



Soea aore plalalv 
amouat of gxouflc; 
ooverefi 



port'^g^ 
clsar 



lAore 



ClsRr at first 
later routes were 
al3:e<^ up 



^e where trips 
are made after 
6oae 



Keanei^;la c 
clear 



i^tor^- easier to 
see thaa to listen 
to oa hot ^ag 
§€Lif^Q SB Bee'log it' 



lore 



iiowe*^ 8l«?e o^ 
leke thej trev- 
'^led oa 



?lo tares of port 
ftges & place of 

;;ortage matfe ^;.ort-; 
sgeB more alear 



i so ariswcr to 

<l'^eLtioa oag« ) 



H'^ r ■■: sh 1 p e 'laa re 
clear br film 



both clear 



.iothii:jg aae© aore 
olear by the 
fila 



60 



'ia«etloa £. ^IvssX f i s ;^oa Aot.ra fro® the ttaehsr tfest 
^sa cie iiot Isara fsou the flLsir 



i2ii.iL scaooi 



umoM^mmmL 



S«e:.oas9 



H I 11 ■ ■ !■ ■ * ! 



13, pupils 



ieepooss 



Blm ir-^if^^^ to £iSm 






3 3a^;a 



^ aciisr 'Wait BioW 
t^phssiie*?: routes 



g o f?o fset 



.. i'Li -^SiS "too ineit 
to k^oj; vour 
ai=i<^ oil st"?r^ 



i 1 



tLoroaeh 



•^'it^ thl.ig nK5f;«i ; 



03rtag«s aa<^ ami? 
toaoh^y ^aoafis« of: 



Xci 'oot aaewer 



f^ocfcsr oost 



11 






(Slesr ^j- t#&oJ^9r 

parts of fl l3 






ia?«- 



X -,. 



Jo a!igw<?r 



61 



CHAPSISH HI 
^3Q)9rlmeat 3. 

PROBLEM. Vleusl aids are not limited alone 
to the chart, diagram or moving picture. The teaching 
value of still pictures, stereograph, and stereoptieaa 
elides must he investigated also, j^&periment three 
was an attempt to compare the efficiency of the film 
in teaching the information contained in a unit of 
natural history, with (1), a stereopticsn lecture, aaB 
(2), an oral presentation illuetreted bj two still pic- 
tures and two blackboard sketches. 

rJBSCRIPTIOH OF TBiS SXPBEIIvISDJT. (1) 3ub.1ect£ 

The three groups in the Central and T.lnooln schools, 
iiJvanstoa, Illinois, which were used in experiment two 
made up the personnel of the three groups used in ex- 
periment three. The pupils in these groups were from 
the seventh and el^th grades and were selected on a 
baslf; of the Chapman Intelligence examination. (fc5ee 
page ?^ . ) 

The method of instruction received ey eaoh 
of the three groups in experiment three was changed 
from that in ei^ueriment two. 



62 



^^J "^ordQ* th9 film as©a in «3Ep«rJRi«mt thresa 
was ""ThQ Ufa History of th® ^narab MttQvn^,^ pro=1u3®a 
b^ the aoalet^ for fisaal .EaaaatiOB, tnoorporatsa* Thi© 
flla rsprsaanted an Sfitirsl^' Jiff ©rent t^fpo frtm "Freaah 
ikplojpatScms In Worth Aaeriaa," aad vaa oot^sidl^rad t>^ th« 
303i9t4? for nsual '^uoatlon to be ^r.e of Its best films* 
The time inrolred in shO'#iri@ th« film wis twelve saSsutea, 

The oral Instrastion &M @tar«opti3&n l«atap9 
fallo»S(3 t1i« outline of tha fliis as olos«l^ ao posalbls. 

(^l The pr038nV;t!ori of the tool3> Ih© teaoh^ro 
9©loat9d for sh® oral preaontatl >na ©er© sltr«ja th«lr 
Inatraations Ir oonf^roiisa two days b©for« th« 0xp«pir;«nt 
®®8 oarrlea oat. At the samd tinwi the^* »«?■« 8ho^%n tha 
film in. ot&9T to asaiire thmi of faisillurity with th® subjeot 
ajatt«r of th® filra* The first Mlf of the »xporl3>8iat was 
aoii4aot«a iit th« General Sehool Hajr 30» 19S1, fhs e»ooDd 
f»lf was oarrlea out at th« Ilnaoln Soljool the following 



63 



On mw 30 at diiA-tJilrt? ?*2I* th« Osntiral Ssliool 
paplle ware notified liy smpeirintendeat Walker to fom 
groups A, B, ftQd 8. ^oh group reoeived the following 
iz^t ructions from tlwir teaohers, with the exoeption of 
group A* 

"^fo-^sj^ fon will learn soisethiBg of the 

Life Hiator^ of the hioiirach Butterfly. Ifou 
SiUBt pay striot attention to e^a^yUilr^ you 
see or hear heoaase you will all he gi^en 
a test to find out what yoa have learned about 
the life History of the Monarsh Butterfly* ** 

Sroup 0« The oral inttruotion of group C 
follC8?ed iBsaediately* fhe teaoher followed the outliiie 
given below illustrating the topio with two ploturos, 
one of the monaroh the other of the larva, taken from 
the hook entitled, '^Ways of the Six»fo«ted'', pages 4S 
and 50. 3he also dren ploturea of the chrysalis and 
spioules enlarged on the hoard to iUaatmte that phase 
of the topio « 

$he History of the lonaroh Butterfljy 

fei^aps no butterfly haa bean better na^sied 
than the ISai^roh, for it flies fearlessly and 
leisurely about, confident that there in none to 
dispjte its right. It is free fross the attaok 
of birds, beoause it is distasteful to them, and its 
bright oolors proclaim that here is an ineeot to 



X* lam& Botsford O^Bistook, ways of the 3ix-fo0ted« 
Qiim and Company • Boston: 1903. fp. 48 &:i& &0* 



64 



h9 l«ft sl9ii«» becai^e of its bittar teete. 

Th& ftrsRle ^epoalts he? ®@g8 oa th© 
milkw#d«i, xhee© egge hstch Into oat^rpillsrs 
or larra which hsTe foiir fealere, tro &t ©BOh 
ea^ of the bo<^j'« fhe ^^ilkwe c* l«©ires faroleh 
foo^ &s%S eli©it«r to ias# laiTTB, ish&a the larve 
or cfjt#r|3ill8r Is tall growa it i» eboat two 
iftcfe98 losig stK^ eplAS s gsaXI ailk aattotw ihis 
button is loeate?^ so that the Imrfm c&a iieog 
b^ !t0 tail froia the l<«.f after It hee fagtea©# 
th« silk button to th© leaf. After baagiog 
6aY«ral hours tfee feelers at each ea^ of the 
larra BhTi-99l up aac* anif 0{:» whJt© ©trip© ie 
left ia the colorlae of its ©kiau 

.low it is ree^^ to SJsec its ski a. ^iiait 
it irri^l«8 an^ cigglos af^ woi^e its legg 
looa© iasif;© of ta^e oi<^ skia. thmi. the Qlc 
eJ?in btirett; ant* tl» 3?<rTR sror^-B loose flnelaj-- 
gettiug the ^i.i cleer oi'f fei wiggliiig ead 
ki^^kiog »a<? poiBM^ 4te «m? ©at* 

Sbe icrvK ^ergas fros tbe ol<* ekla &e e 
^aatiful i'&ie greea chr;e&Ia4* shorter thea 
tlie lerva, sac? at fl^t al^t e««alfigly with- 
out hQs^ or lia&8, Sfc© chr^fSelie ie gaooth, 
roufife*^ et ori« ea^. aao t£^;« ir^ st tfc© oth^r 
extreiaits?. Ofi cloee esaaii^tioa* however, 
there me^ be foaa^ trgteeg of s hfta*'^ tea^ae, 
fiatsaaee or feslere, winge, eec legfc closely 
irsegfi^ t« th9 bor^j' irmi^e tim ©kla of the 
or^s&lia» 

^a ohs;^eali8 «^aiAe et reet, tekiog go 
foof?, aatll two ^%B liaTe i^&seei'. fhea it 
tux^ie brown anr siraile, buretiar its ekia 
0¥er tise baek an*? fros tfce opeairig the hesc^, 
«*od^% &a^ wio^s of the a^» Moi^reh batter- 
fly gpria^t 

) x'fce butterfly i8 Tar^- ^cist aa<^ w«afe at 
firet. Ite ^ime er« eaall e«u^ eferlT^l^^. 
Sooa the butterfly elisbe ts & leef to rest 
arh#r# tfe# ^asp »*x%e expesi^ «ke^ (fifj!. 



65 



hft^ie eeversl hoars of ©Keis?ieJa{? bs^- 

Iseve the leaf eftf^ 1^^ awa^ iato its first 
&rlTeat ar« Risong Its fallows* 

fhe Bml9 jsoa&rch butterflj? f^iffere frosB 
the f©i^l9 la ItB a&rklage s^lal;^ bv ths email 
g€!9iit epot st the tip of itf? wiagt:^. this 
»ce£it epot la afi»<* to attreet tfc© feasale, 

fh« Moaa3?&h feutterflj' like other tetter- 

n.i9S hge Its wiage f-DT0ro<^ ^th email eeales 
wh.iPh OTarlep each other life® the pceles of 
fiBh©ff» to th© €>^o thefe eoalef' aupasr &a e 
bowf^s?, but ari<^©r tJi© sierogcope era efco^n 
"to bs 8he|^''* eoae thing like a er>^lr* of cora, 
80^ flet. • 



Qroap 3 i>asse^ to tfe© hall-wa^ feeio«, wMcfe 
ha* b«ea ^^arkOii&f^ , aar? rocel¥«<^ the j r^EsntsutlOfl of the 
eter^Dptlcsa l6iefar»» fhe lacturor follower" tfj© out- 
liao ehowa oa j^age; (» 2 . aakliig rofereaee to the 
ellf^og h^ poiii^lflg to Tarioas i-ortlooe of tfce picture 
thrown oa the eeresei. 

fhe elii^-OB ue#(§ ir»re al^t la r^tmber wteicfe 
i^apliosteS tfeo flla voys? oXoeal;^. She ©lideg wer© loei3»« 
to the writer by !£?• WHger of the Scfeool of SS^etioa* 
Jolvoreltj? of Chlcego, aa<^ illiietr&telt the eoaplete cj'~ 
cle of the life history' of tfee Moaa^sfe bittterfli'. 

The preEentstiOfi of ^e ©tereoptlean leetar-e 
st the c^fltrel aohool w^e iaterrapto^ ^j- pe rente who 
m&T<& ^8 J ting the eohool thet aftereooa. I'hej c-s^e ia 



66 



th© halJ chatting &^ ttaklng so tfeat the gronp^B 
sttfiation «»g vjeifal^ «?ti5turb««* fhie wa« anfojv 
ttt»&t«, ftfi^ the reeulte of group B'e perforaaRiiBCse la 
th© teft rafloctp this feotor. 

AS soon a« th« tw^lvs airiat© i©ctyar» w»b 
finisha'?, the chll^lren retaraef! to trielr rooin aai? took 
tfee aisaogrsiplie^ test. 

Si^up A ran^ive*^ tss&lT© ainutsfd of instrue- 
tloa on th© "ife Hketors of the Mori&rfih buttarfl^ thru 
oue #iowifi|r of the film b^' that title. They follow©*^ 
e?Ottp B to th« hall «af' receire*? their ine tract! oris 
thare bafore eaciag th« film, fho prof^eatatlon of th© 
filai 1*1^ i^t seat wilti the eeae i^ieturfesnce rlotec? dar- 
ififp the etereoptlcan ieoture. 

ibB outliae of the film bv osjE-tiotia is 

ae folloi?8. 



O.K.Jietz 
3JH00I FIIM3 i5d, by O.J. P. 

Oot, £9,19^0 
The Life History of tha l.'lonaroh 

Butterfly 

Fabllshed hy Society for Visual 
Sduoation, Ino. GhiQago 

Tho otjeot of this picture is to familiarize the pupil v;lth 
the life proaassas of roai.y "buttorflios in f^oneral, and of this 
one in purti'ijular, and to sho" ho-^ even suoh a einplo forrr of 
animal life inaut adapt itself to environment in ordar thut it 
may survive. 

(The illustrations inaerted under ea^h oaption 
are copied dlroot from tho film and illustrate 
that phase of the story* ) 

Outline of oontents 
(Titles underlined) 

Picture of the milkweed plant is sho"n 

The Monarch larva gets its shelter and food from tho ooninpn 
rnilkiweed 

Pioture of larva on leaf and larva eating. 



67 





I..rva on loaf. 
This picture was 
jxarallolGd rith a slide. 



Larva e'-itirij-: 



It has sensitive "feelers" at each end 

Picture showing sense organs 

Whon full f^rovvn. the larva spins a silk button frog which to 
hang by its tail 

Pioture sho^Tlng larva spinning pad, turnan,-: -.in 
fastening tail, letting go leaf.,: 




68 



Larva letting go leaf 

Aft or hanging seyoral hours one v?hlte stripe renuins. and 
the •ctntemiae surivel 

White stripe and shrivelled antonn'^e pointed out 

Next, it worka its legs loose inside the old skin 

Legs being worked loose 

Then the larva "bursts its old skin and v/orks it off, emerging 
as a beautiful pale >?reon ohrjsaljs 

Larva ssells and skin splits. 
ShedcUng of the skin. 
3hr/sulis shaping itself. 




Larva swells ani 
skin splits* 
Paralleled ty slide 



si. in 



The jlu-ysajia 
Paralleled b,y ylide 



The larva's bright ring has beoorrie a "band of nol'^en snote on 
the ohrysfilis " ~~ 

Same indioatod h^ pointer 
Wings tightly folded in the ohr.7sali.8 

Shape of ring shows thru side of chrysalis 
Legs, antenn^.e and probosls are folded between the vln'^e 

The position of those is seen in outline 
The per"eot -jhrysalis 

Same (See illustration above) 

Tho ohrysalis turns brovn ---s the outPlnGS of the butterfly 
beoorne visibl e 

Bro^vn ahrysaJle 



69 



The butterfily tireaks oat of the 3hry3-.i.lis but la vory weak at 
first 

Bursting chrjrsalis 
flinging to enpty shell 

(IIotG tho shape and aotion of feet, ■:-nr'< lo.^s) 






Burst i Hi; chr,y skills 

This ivas jKirallQlod in tho 

si 1 d 



Clin?:in{^ to ©r.ptjT 
shell - 



After a fg\7 r?lnutos rest the hutterflj allmbs to a leaf vhore 
the damp orurnoled ~in.;s expand and dry 

Butterfly ooen olin.^ing to leaf; win.^s 
appeir oranplod; vdn.^s aaon oxpunaing, 
(See illustration above) 

3tren?;th to fl:y Gomea thru several hourj exorolse 

Bxerolsing '^inr^s 

The per eot male and fervAlo 

SarBO 
The T?va.le*s soent spot 1^ the ssaln cjlstln^uiahlnp; mark 

Sara© 
Ifegnifiod seotlon of ring shoving splcalos 

Saiae 
Sploa-le hip.hly niagnifiad 

Same 



70 



THB 'i\3S2S. iK&nef'iate];^ following each 

preBsotatlon the groups were tested by a jalmeo?rraphet? 
Bet of questions. These queetione were designed to 
briag out the story of the life history of the Monarch 
butterfly in. each of itB phases. Cuestions 7&15 called 
for either a descriptive account or dnmicig to illus- 
trate the object unffer oorisi deration. The correct answers 
to till the questions were set flown anc' the papers were 
scored according to these answers by the writer. A 
copy of the test and key of correct answers used in 
scoring the papers follow. 



71 



1. What in » Inms^ 



2. V;}i0r© ('oee th-^ ao;mrcb lerTr- get ite foorV 

3. The four fe^lsra of the lerra ere locates 



4* '?h«A full ffrown the ler^f^ hy^nm'h;^ Itf t«J 1 frora s "iS-sf, 
■:ow <^o«B It f'o thlB'r_^___ 

After hs^iging- egveral hc»U2^^ hf ita t»5.I what hispi-QOE to the 
ffiQiera aar* whlta etrluae of the larVR': 



6. Toll what havi;:©;iS next tc the :firTB. 



V. eenribe or frnf? a -icture of a chr^salie 



uie e*-:!.! of tho Phr;j'Ball8 i.s t?'anBpar©at« t;'hst Cf-.n i'OU 

r^e i aside of it': 



9. Toll what ha; •-■Qi-is :if?xt to tii© chr^B-'l^: 



10, vi.j? f?oee th© batterfl, r-Jjrato iv oa a le^f tc* reet flft^r what 

11. aow long mast th® butternj- valt uefor'j 1 1 ii? ? bie to ilj? 
1^. ?',hat '-■OS® It 1^0 while ^^iiXiiw': 



... . aat '"IstJiig-ulPhea th® :-m:.6 aonerefe frcj^ the fasafcl©: 
14. ,}i.?3t c.OT@rg th® wii^ of tfe® butteirfl;^; 



72 



15. ^raw 9 cict'iro to Shew whet thle lookB llko ttn<»ey 
the talc rose op©, 

16. IB there aai?thlcg efeottt the Bt.r^ of the pion&reh butter- 
fly th«--t ^ou ^""o aot ni\(^en-%Hnf . f.hj'': _ 



(x; 


10. 


(i) 


.11. 


(I) 


If. 


Hi 


i.>. 


(1) 


34. 



Correct aaewars to ueetlons Iri topt for 
QXu arimeat thre e. 



Oae point for ©ach aaswer correct. 



1. Ihe wore heteh©^ froa tb© ©gg of the aoaercii butter- 
fl;^. or iSiie firet KtBge of the monarch butterfly* 
ln&n^ of tha tja.L.lls aalf- it wss "a large wora". 
This easier v?^e aot eeee:)t«^» ) 

P. Prota the ejiDose©*', 

3, i^o at each aa** of the bo^^- of th« Igrra. 

4. i5^' spltmirig^ a silk button on the lee-f sa^ fastoaing 
Iteeif to it, 

I, The;^^ shrivel up an* ^laeppe&r all but o;,ie id^ite 
stripe. 

6. It er;llt«5 ite ski.'i en<^ th« chryeslie comet; out* 

7, r. ohryselie ia the ©ooonf? ct<^« of thf» '^^TeJOi rsent 
of the aormreh butterfly. It is ^.ear rhape^'. or 



» '^ate.iiia©, vioge tigfctlj' fol<*er" together. 



9. jt turus urovva, Si.lit;^ ite akia, aac the tautterfl; 
breakf. oat of the ohrj'Bnlls. (one pojnt for each 
0t©p given correotl;^'. ; 

xo <^ry it« ■p.laf^ - 

-:eV0rfil hcura. 

.xerciaeB Jta wlrjf^ . 

;lmaXl scent spot oa tip of wii-jg. 

St: 3 oilier or ecsles. 



74 



<^ 



(1) 16. C\ ^ccfhj - ex. d^ 0^ -^ ^*-^ 

16. (The i-ur,.08e of question 16 was to furnish furthor 
leacie for future experimeats. ) 



(17) Total po8sibl9 scor©. Ta get tb© "aco?©" add ut- the jointis 
asade en «tioh 9V»8tloii« 



75 



THS H^ULTS. After the soor^ were tabulated 
^e aire rage and soedi^i score for each group w^ 
computed and recorded in the following table* 



7(> 



central . 


School 












Group 


: pupils 


DotPl averaee 
: score 


Moan 
3 ev.Vs 


'intolll 


re nee Pcore 


' iiedian 


Oral C 


26 


ir. ;'4 


: f>.ll' 


: 51.44 


: 13.00 


Stereo. S 


n 


i:^.i9 


1.48 




5S.74 


: 14. r5 


film a' 


P.l ' 


10.47 


l.rt8< 




53.90 


14. IF 



Llaooln School 



Sroup 


10, '. 
: pupils 


i^core 


JO via: 


Int 


'lAl^eciCo loore 


Mo(?lftn 


Oral G 


: 26 


14.30 


1.44! 




6?. 30 


ItS.PO 


storeo.A 


£1 


! 13.85 


i.ri: 




58. £7 


14.75 


Pilm 5' 


J>7 


1. .v37 


! l.ltt: 




^^4.59 : 14, Rl 



Xablo V. Th,Q ret alts of ex- 

perlaieat three with the film "IThe r.lfe Hiator^' of 
the iioiiarch jutt-^rfli '' oaaf'ucted at :vti.'u tozi. 



77 



An •aaRBlBfttioii of tho fi^ax^B la the t&bi« abeit« 

shows thftt the film group in ths coBtjMl sohool b»&s 

ali^tly the beet seore of the three gxoupB, heing .28 

poiBta or 2«X peroent above the average of the elide 

group and 1«13 poiftte or 9.1 peroent above the average 

of the oral group. I^wever, if the aedlan aeoree are 

eoaq^red, o&e flMs that the allde group la ,13 pointe or 

•9 peroeAt above the flln group which is in tman 1«1E 

polata or 9*6 peroent above the oral group, fheae figures 

are not so aignifioant beoauee the reliability of the 

aoore Bade by the elide group tu^ be hrou^t into question* 

Puring the preaentation of the atereoptiean leoture there 

was oonaiderable oonfueion in the hall where the experi- 

Kenta irare bein^ aon^vtstod. Visitors at the school dia* 

turbed the ohildren to the extent that seventeen of the 

twenty seven pUt lie in the slide group f?rote on their 

papera that tliey eould not hft&r all that wae ssid on 

aecount of the noise in the hall« Xhia 8tat@r.ent was 

made in reeponaa to the question, **Was there anything 

about the story of %lva Life Histoiry of the Monaroh Butter* 

f3y that you did not understand'*? 

t^e differenee between the se^ra oade by the oral 

group and the film group is in i^rt offset in view of tim 

differenee in inteiligenSe ®* *• ® ^'""^ groups. However, 
a difference of 1«16 points or 9*1 peroent advantage for 

tkm fila group is aignifleaat in view of the fsot that 



78 



seTanteen pdintB was the hlg^at possible eoore %h&% 
cotild be sade ia the test* 

iThe resuXtein tne X4.aooIn school do not okeek 
with the reeoite obtained at the Central sehool* i*hreo 
faetors may explain this disorepaney* First, no ooafcui* 
ion was present daring the etersoptioaa leoture at the 
Lincoln school as at the C«Btral school. aooooA, differ- 
ent teachers taught the oral groups, 2hird, the rank order 
of the three groups by aTsrage inteXligenoe scojre in the 
ttpo schools ^me not the sane* 

By average eoore the oral group was sui^erlor to 
the slide group •45 points or 3* a pereeat which in t«r& 
■ade a better score than the film group by •48 points or 
3.5 percent^ By aedain sooree the oral group was first, 
the slide seeosut, end the film third.by tatiikm lowever, 
by STerage intelligence scores the filjsi group ranked first, 
the ox«.l ssoond, and the slide third with a difference of 
6»(& points between the film and slide groups. In view 
of this difference in the average inteHigenee aopres 
of the three groups, the superiority of the oral and slide 
groups is ffiore marked^ 

In order to equalise the groups in e:Kperim@nt three, 
the prooedure of amtehing the intelllgeooe scores of the 
pujpils in the smallest group with tnose in the larger 
groups was earried out the saae as in experitent 



i 



79 



Ucoretu of pupils in the Ibx^bt groops f^biob 
vere not v»bA la this equalieii^ process were 

thiH)wn oat. 'rhie gaira three groaips equal in 
auaiber and approximately equal is iateliig^nee* 
Tim scores made t^ the pistils in the "Butterfly 
test were then tabia&ted and ne? totals, STeroges 
and medians mere ooie^uted with the result shoim 
in table eight* 



80 



©atrial ::'oho(>l 



Group 




rot 1 aye re ire 


Mefii&n- 


f.Terftg'® 




•ml ( 


: /n 




!£♦>•>? 


63. 95 


ticao i 


HI 


. .lo« 14 


14.49 


62. 36 




ill::. A 


p.l 


1/-.47 


i«i» 1/: 


5.:-, 90 




' ixo.ola S<'-hool 








JVtKl • 


20 


14. 65 


15. 00 


oO. 60 




tieari 


r^O 


1^>90 


15. 


ao.r^s 


Fll,-^ -^ 


?0 


-i-.55 


14. '^0 


60. 65 



::-5jl9 9. .©suit of e ualj5iifig the 
groupa aiS to a^Rb^^r AUt sTera^o irit-^llig^ice 



81 



A coapflrisoa of tsoles 7 ? 'W' 8 shows t}i?jt 
thf> rolatioasM, la teras of xtiok «>etwee/i the scores 
ma(*8 \i'^ the three groups in the CeritreX Bchocl TeA&iaB 
the t^aae. X^ ths ~.inPOiri eehool th& roiatioaship ia 
tarae of rsak of the three grouse by averages Is the 
Baae, but the oral &a^ storeoptican groups are ti9(^ .ylth 
?'. me(?laa of 15.00 for I'aAk one. Tite results of this ex- 
periment ore either bo aoiitrr.^ioto rj* la tte two echoole 
or no close together thi-t the moyt sigalfioa.'it f?.rt seems 
to be that th^ rtereoptlcaa group as f-e a slig-itlv higher 
mer'ian B<^ore than the film group la b^th eehools- This 
fliffereace in fsivor of the eteraoptlCBa group atlght have 
been more aariier' la the ( e^trc-l scliocl hafi the gtereop- 
ticaa lecture gono thru unf'lsturbeo. 



82 



cm^fsa XT 

mOBLMm '£h9 ^terials of risnstl iostraotion 
should not only bo ooQpared to doto^stine the relatiro 
raluo of e»oh to tho tosohor bat ooQbimticne of theso 
Btaterlale should alBo be ooapared under laboratory oob- 
ditiozis* 

S:q9erir3ent four repre3ent0 an attes^t to o(Xfi-> 
imre the effioioBcy of thre«i fores of presentation in 
tettBSfflitting to poiila the inforaatlon oontainod In a 
•eleolwd unit of eubjeot matter* .^eee fonae of prQ" 
eentation vero flret, the cBoring picture fila, second the 
stereoptiea^ elide in oombination with Ihe moTing picture 
fills and third the i^ring picture in combination with 
mstorial f^ad to the pupils. 

mniBunon m fas ML^mmwn. U) aubdeota« 

fhe three groups of puj^ile in the Central and Lincoln 
sehoola, t^tanaton, XJblinois whieh were used in experi- 
sents tmo and three acted aa enbjeots in ez.perim&Oi% four* 
Sheae one hundred and alxty ps^ila of the eeventh and 
eighth grades iwre arranged in comparable groups on a 
baaie of their seoree laade in the Cl^psaa Intelligenee 



83 



iSKaain'itioG, f aoo pagas?'^+4^i lh.0 setliod of instniotlon 
r©e®ivo«3 hy oaali of. tho throe groups wag ofeajaged fxom that 
In as-pi? rl"^ont- t^o. 

^^^ l2£l2.» Another lilatory film !?.'as s@l©at- 
od for 9rp<=iri-Ti3nt four eutiUrjd. , "flia ^tmrnr^ Oanal andl 
T&3 jflat^rloal Slgnifiounae^'* prodiiiaad "by tho Sosiaty for 
Tlsual Sdnaatlon, Inoorpor?it,^d, 'Pha film i*-aa aaenla la 
aavire oontalning f^w action pi stur-gs. 4 n.mhfjr of imps 
W'^^ra slio?»!i with atib-tltliis -to indiaaio the loaatioa of 
thji? 3 -.nal --.fil othfj-r ito.?a8 v^f Inforasatlon. Tho oatliae 
of ths» fila lA:51<3at«83 thfli a'Ji"b,?act uKitt^i" presi'Jntsd X}$ ths 

Iri ordyy to Aaolioata tba filra with a storeo- 
pticac lootur^ tha s*rlt'?r raiitea ts'enty-fiv© slidQs from,, 
fha Molntosh Sitae Qorapany looated at 30 Haadolph Streot, 
0hia:--3O, Illlrsois. Ihes« alidsks -^(-ive aalaated m-ith grsat 
oar.3 o-it of threa h.aii^Irai or irore ai^.ios for the pur.r'Ose 
of duplioatlQg as ciosalj? a a poasibls tlio aifforent pi 
of tJifif topia iUastrtjted by the .film, 

The printed njsttar Hhioft v^'&s read to th© 
pupils in the oful-fiiKS ejroupa was aE essa^ on the toplo 
sant v;ii.>:, tho film "b^ tha Soelat^^ for Visual MvLQfktlQn*' 



84 



(3) The preser.tatlon of %he topic . The 
teaohera who vera to t.ike oart in experlfnent four re- 
.;«lvecl their instruotlonr* in confsrenae v?lth the ^rit-ir 
throe days "before the expsrisent was oonauoted it the 
Osntrul 3ohool June 3, 1921 • At the s\nie oonference 
they "-are ahown the illm in order to give them famili- 
arity with the asibjeot aattar proBented therein. 

On June third the Central sohool capils in 
groups A, 3, %nd were assembled in their respeotive 
class rooms it one-thirty ?• M. Each groap reselved 
the following instractions from their te-ohors. 



"i'oday you zlll le^^rn something 
of the history and si^jniflaarieQ of the 
P'Uiama vJunnl, You muat my strlot -it- 
tention to ever., thing you see or hear 
bec'iUSG you vdll all be flven a test to 
find ottt «hGt you have le ;rned aboat 
the V^MTtm Oi^al,^' 



Crro'.ip 'J . The printea material was read to 
^^roup 3 inme lately following the above inatraotiona. 
This materi'il ?ii>8 the essay on the P-inama C '.n.' 1 aooom- 
panying the outline of the fllrr sent out b^' the Society 
for Visual Sduoutlon. riio teacher ©e: ding this muterlal 
to:)k fifteen minutes to finish it. It v/ill ba saon from 
the oop^' of the printed matt or given bslor. th_-t the tonaa 
Uised in the di3:ja3sioi! are above the he^ids of seventh r^nA 



85 



eighth gr-iders. TMs dieoaseion while providing a baok- 
;5ro!ind for the film did not lupliaate the outline of the 
film, Uen&e, sosss of the inforsmtion galaed by the pu- 
pils from the ■sasay aoul'1 not be usea in ^tnaworing the 
questions in tho taut. 



86 



i)i3aa:3ijiOH 



Afflong tha naaeroaa So'inlah ar-jlorars in the 
aeas of tha v esters hgr^l sphere trying to find a routs to 
Asia, was Columbus. Aftor 1 .maing -t linton Ito,^, named 
t5.y hiTi the Bny >f .'Ships, h© ^-cmt fHr enough inlarnl to find 
tho Ohagres Hivar, v^hiah he sille^ th@ Hivar ox OroaocUloa, 
bflO'iuse of tho B3in7 allifT.ntors thera »f:hlch resamhlad the 
c-:oaodllOi3 of his aountry. H'^3 he followei on to tho Paoi- 
fio he might hnva boon tha first explorer of thd route of 
thQ .Paf;ama Caml. Bat, thinking ha had found 43 la, he sail- 
93 horse s-itisfioa. During the years that followed, roalla- 
ing that this a:mtlRent •^-is not Asia, other explorors, ©eoJfe- 
ifig 'i routd to Asl'a thru tho Amerioan continent shortar than 
thJ.8 one around 4frioa, trlei eiror^" stre^im from Luhrador to 
Brazil, Bear the foathsrri point of South Amerioa, Magollan 
found the i- trait that hanrs his namo. 

fhero ia f. queer jsoose-naok turn in tho Isthmus 
of Pin-aftia vvhloh aakes it pooollle in some r.'lacjaa to aee the 
sun rliiQ In t'o Pacjifio, mH -mt in the Atlor*tlc. B'uhoa, 
a 3p?AniHr!3, W'iS the first explorer t .. .'ross the isthBiua then 
called Darion. 5' hi 1*9 he wae >o»'ornor of tho oolong there he 
started -.ioioss the lathsus with IndJ;in 'jid, hy the easleat 
rout® av3ra!?,lni^ tro fr^llsfj s day, about twenty throe aiys in 
all* From a tree top on Septemher 25, 1513, he lighted the 
gre?it B0H bayond, calling it the aoiithern Sea, L-itar, ag-uin 
vlth Inilian aid, he carried four ahips, oieao by i-ieoe, thru 
the Jungle and i'ebailt then on the Paolfio aide, ^rep'-'irlng 
to isea-Oh for reported hoards :jf gold. Bat ne was beheaded 
bjT the jeilous ne^^'lj apoointed governor, and 80 nevar made 
a P-^iijiflo voyage, 

Saavedrn, Spanish engineer, augg^-sted cutuiag a 
ship oan^il thru the i athrmis ic 3 517, aboat 400 years before 
one wus aotually completed. He made plana, but deoided they 
were Ireposyl'ole, A Post Hoti,d, however, w-^is ostahllyhed be- 
t'-^'oen tho aity of Parja?iia and Porto Bollo— r<<jar 3o1ob, Spanish 
abbreviation for ^olarabua. GrOld from Pdravian nines vv-g hrot 
over this road hj paok lo:ids in relays to Laa Clraaes '-.nd by 



8? 



boat on the Obagras Hiror to ships bound for 3p- In, 
Then for a centary o-r raore tharo was no tr'ii'rio until 
in 1849 gold was aisco'/ered in 0--ilifornia» Proapeo- 
tors preferred to go by tha shorteat water route, sinco 
th© desert '^^nd moantai'ns hnd tnken so ssimy lives, fhls 
iath'nlin roata beo^ime j-o populsr that ihe Paiiama Hail- 
rocid vas bailt in 18i)5 fron Oolon to Panasis CJlt^^. It 
00 t five ye:^r3 of terrible effort, -^7,000,000 in rsuna^, 
ind 6,000 lives b„. dlsa.sQ 'md other mishaps of the 
jungle. In the ter* lollopijig yoirt' it earned 111, 000, 000 
fesd hi3 boen Jnvilaabla in building the C-i-nal, 

Unler the French uovernmsnt De Leeaeps, 7:ho 
built the 3.163, attempted to make a oanal thru Finama, but 
he 103t £5,000 men, spent $£60,000,000, than quit. 

After the Spanish War ana thd sixty eight day 
trip of the bittie-ahip Oregon frow 3an Friooisoo irounoi 
the Horn to Key '.eat t>e U. 3. (Jovernroant aurve.yed a route 
t'nru Luke t^io.irftgua, bat l&tar boight '/ne rights und pro- 
i^arty of the Frof.oh Fauairrii Onnal Oo, for "^^O, 000, 000. Ool- 
ambia's roproHsnt-itive in Vvi-.anington made sn 'i.jjreom.mt for 
canal ter^.s, but 'whe Coiaiabian Congress rejeote'! it. P:;nr* 
«sm>r^8, dieapuointed by thia z^ejection, deel-ireil thefflselvas 
a rep.iblio independent of Oolimbi'. , and were aafciiowrled-jed 
by the United States. A treaty w^sg Vi&n m?ide ^.ith the urns 
republio--i/ua9Taber Id, li*0i5 — atid whloh under the United 
StfituiS obtii'ied a oan&l aone ten rdles v.ide,- five miles on 
either ai ie ai the ocirjal prOiJ'drby. In this zone. United 
3tstea has oocplete cs ntrol of poJiae and judlai'il mittors, 
and oi" s vhI tnry •leauaroa. In ■^'Irltion to th*? co^st line of 
the zone, the idlinds in P-naan Bay wore GO^ed for defense 
>f the Jftii-l. But the i.Uti-.JiS of Pauam-a and Oolon ro-n-- in 
oxoept th?it ;.he l/nitei 3tates controls qu^^r^mtine and sani- 
tation in bot,h harbon.. In return the Jnlt^-i Hutes pa. id 
CIO, 000, 000 in a&Bh to Banama and will pay C*^5C,000 yearly 
after 191£. 

President Roosevelt appointed seven ex&erts^ — 
the IsthTTsian Oaml worrisi salon— in oh?«.rgQ of the building 

of tha can-ii. ThrwQ great tasits or fronts'? t>;effi. Fir.-t, 
the sanitary ieprover^ent ,of the cem&l son© 'and the pro- 
viBions for the health ^nd oomfort of the army of employes 
and their f ..nlli9i>; seoand, the aattirig of t-'n© Oalebr-- 
pHSts; and third, -Strolling the Ohfa^grea Elver. 



88 



The vcir on moBqaltoes v^' ts the grs'^teot ever 
w'.ged. In 1306 the i-e «,oi'© 3£00 barrels of oil poured on 
the waters to smother the '.^i^TKlers. There are &,'DOut fif- 
ty varieties in the zona, but only thrue are «irt3eroia. 
For examples, the stegoniyia oarries yelJow fever, the ano- 
pheles G'->rrles sal-^^rli. The housefly, oarr^'ing typhoid 
garni on it.: le^s, v;as «>] ijo a dangerous peat. .411 garbage 
w'is burnei, roservoire ^^aro built, tnd old aistams were 
filled iip. In the first ye r of diserlOfiii constraotlon 
vvork there were only throe de-itha fro® yellov; fever, vtjere- 
as formerly there h'-d been three handred annually. In 
nine years 3en, *!S. 3. Gorg --s ind hi a aanltary force rao- 
tioally froei the Isthmus froa sslari^, yellov fever ^md 
dysontnry. -hen he retired the ieat'^. rate uison.^ the Can- 
al f/orkers h -.d been redaced to or^ly xive a ye-ir from aaoh 
tho?i8Hnd neople. 

There v/ere 40,000 i'orkers in the ounal zone, 
inoluding Juiaaiosn negroes, o;>inish poasints to prod the 
l-isy ne.iroes, Italians, j-reoVta, Armeniana, Tarks, ooollss 
from Tndi i nS o,0<X) Amerloan enginsera nnd foremen. 
J-iOkaon Smith, ohlef of the i)0p*t of Labor ifld Quarters 
"by orgr.nising n sn^n bind of ajcperts for taking c*^irs of 
hum-in be5nge— for eaoh inust have the fooa of his * home' to 
be happy—*' was vory aaoaetssfal. Food was br^a^iht Iroa 
?Jew York or New Orleans by oold i.torage s'ipis, then by 
rairi^er^itor oars noross the isthrras. .'ivorything beJong- 
ed to tV-e sjoverrimont; ioo'^oru %nd dfintists *;ore supplied 
for all. Heoreation, olab houses, women's olub«, ohurohes, 
Btiislo and schools vrere provide . i.ver. Boy oooata were or- 
ganised, Y'ith rsfil Jan^jl© in which to scout. 

In oattlng the Oulebra— noip called Gallinrd for 
the msLU ^ho directed the v¥ork— more dyniiiBlt© «/a8 used In 
blasting in h v?eek tharj the rost of the world used In a 
month. A.11 the materia] s exoavated from the Cinal ssoald 
build 5840 monamenty the size of vaehlngton Monoment— 56 
feet each way at the '«.3e, 555 feet high. PlaoeJ toget- 
her these wjuld cover 457 acres. Or the amount of exca- 
vation in the zone would rJlsg a ditch 10 feet deep, 55 ft. 
^ide from Hev: York to San Francisco, /-ith their hu;;o cob- 
crete plant the Americans 3 id more in five ye irs th&n r/n# 
iSgyptiiins with thslr '■-111 ions of slaves did in 100 yearsi. 



89 



iVery look cont&lria more oenient than th« Itirgsst n^vo-mlA, 
and thero ^ra £ix l03ks 't CJaton alona. Tn& aonorete as- 
e'i would build 500 sh-afts the siae of vVasblngton Monament, 
or 'build >i wall 8 feat thioic stud IZ feet high irouiHi the 
©ritire state of I'elAw&re. or 1<'3 miles in length* 

The "beriefjts of this 1400,000,000 project are 
two fol5; oonvanienoe t j oommerae nnd aid to military 
af .fairs. Cost 'ind tine ara rec^aoed in shipping from 
ooast to cjoast. 4 6,0U0 ton csteftsTter loaded ^-Iti frait 
and making li. knots dods the trip irons lew ^ork; to los 
A.ngei&3 in 18 days, m-iking 16 knots, in 14 da^'s, .Vaere- 
as ths rail freight noroae continent takos from £0 to 
GO dnya, FroiR Oallao, Pera, to 3ev? lork ia 9,76t. * ilea 
via ;3t4, of Mii;59li'tn, 3,3oi/ vii^ Piinaniv; to T'ev? Orleans, 
10,101 mil©a &s oonpared v-l th £,758 miles via canal. 
Haw xork to (ihirA rUi, 3aQS ia 3i5,844 milae; via Panama, 
8,138 mi lag. 

'£hQ 'Panrith CJastla* frcwi (lalve.)ton to i:oko- 
hOHm anved k2 days at j^ou at an av-:ra-?9 oost of oper'-.t- 
ing expenses of C230 a dsi.y, a usvinj^ of f5,060. The 
"Arizonnn" of the A-merloan Hawaii ?sj^ Oo. , s;olng fros the 
4tlantic to the P^j-oific via Panantei s'^^ves £5.8 5- /O 'it 
|450 a day, a Sivvini]; of |11,700. The toila of ^7,891. £0 
leaves a net saving of |,3,809.30 par voyage. 

The opening of t ha aonal in:? reused the ofiaot- 
ivensas of th« n-ivy hy re- aolng the t^istanoes betwoen 
points in the Atlnntio and points in ths i-'^slfio, ind hy 
redaaing the problem of aoaling on a ooaet to ooust ^JiralisQ. 
It has mad© possible the oorijontr'ition of u fleet at eith- 
er entrance of the o«nal, ? hioh, with .a cruia tng speed of 
15 knots oould reach tho center f tha Paoifio coast in 
9 ds.:/a, and the c^entor of the °tly.r=tl3 ao'^et in b d iys, 

rho r ut© h^iS its initira station in linton 
Ba/ on the AtlSintia ai ie, runs alnaoat due aoath 7 rrlle^ 
to ^atun iJara, an artificial ridge 1 l-£ smiles lon,;^, the 
oonatrastlon of v%-hi3h Is oonaidersd one of the moBl dif- 
floult fe?..tJirQa of the carril. 'ihru ^-itun Lake a, oh-annel 
passoB for £4 silas thJni G Uliard Oat for 7.97 miles to 
?e '-ro Mijf.iol .oa^m and look, 3400 feet long, thru Mirnflor- 
es lakQ for 1.14 milot^, the duss for £700 feet, and the 
looks for 600 foot; lastly thru the Ptina-n?;. ^aterv'Sj/ Into 
the Paoiflo. 



90 



Tbese lo^ikB are in three eeta. The sat at 
3a tun considta of three pairs of looks ind aaoaire ^n 
elevation of 06 feet above the c-ea; the pair of ?e3ro 
laguel gives a lift of 30 1-3 leot; ana the set of tro 
patrs at Miraflorea I^ake tafceii a-ire of the reniuii.ing 
54 £-3 fset. ThexQ was not enijagh rock foanS^-tion %t 
the pFGifio end for three pairs of locks ^-a -it (J-aton, 
so on& w ii: rnade at Peiro iiguel and two at Mirafloras, 
a fef/ n^iles arny, 

VJorfe on the o&nal was began Ife^ 4, 1904, aa^ 
it ^us open to cofn^Qi-oe, Aagiist 15, 1914, Juat after the 
.;;;re;^t ftorld W^r bejan. But, in spite of the frilling off 
in commerce 3ue to thit onfllot, it bocjame a pn^lng in- 
vestment froai the standpoint of actual erimings before 
the arsistloe w;s signed. AloO, one miist roKiJuiT^her ttet 
instead of & route thru a Jungle of hori'ors and disease, 
the zone Is now a uluoe v.-hgre the aimth rate is leys than 
that of some of our lar^o el ties. 



ft'hea the teacher had finished reading the 
eesay on the P&rj^imi Janal, ?roap 3 »arohs<! to the lo'^er 
h-ti31-®a,y an i received fifteen minutes of filra instrus- 
tion* (See page 4--2. -'or - "■'» o. iption of the projeotion 
roora. ) 

'Jroap B . iXiring the tinje the essaw i»u8 being 
read to gro jp <J, group B was in the hall-^ay listening to 
the steraoptioan leoture on the, liiatorioal iigrdfioance 
of the FanaTKi CJ4;aal, This lecture followed the outline 
of the film aaS attempted to diplleate Ihe film as clORe- 
1^ &s possible. It is obvious that there ^ers oertain 
portions of the fila ??hloh ooald not he du liSftted exactly 
b^ T^teans sf the r<raili&hle slices used in thia expsrinient. 



91 



(ias page *B'3 for a dossription ol" hov the sliaes ware 
delaotad, ) this is osp«<5lally trae of the few rapid 
soanea shown by the film of the Panaiaa. Canal and its 
aurrottuding territory taken from an areoplane. The pro- 
per method of making ooBBparlaona bet^'een the film and slide 
tnethods of Inatraotion would be to make atsreoptlo^n elides 
direot from the film. 

The isriter attempted to have this done for ex- 
periment four but w-is not sacjoeasful In obtaining perinias- 
lon to dupllaate the film in slides frora the owners of the 
film. 

Fol.ov.ing the etereoptiaan lecture group B 
resolved fifteon nJlnutes lr.stru3tion frojn one sbo-in^' of 
the film. 

'J roup A. iroup A waited for fifteen min- 

utes in its roon before beginning its instnotion, in r- 
der that the hall-ruy ooald be aaed for the atereoptloan 
lecture. The teacher in oharga of the group ke:>t the pu- 
pils >3oupied with their less >ns until it was tirse for 
th«n to pass to the projeotlon room, 

rhe groap, simultaneously v ith groups B and J, 
saw one showing of th« filni. 3roaps B and having finis- 
hed their instmotion marched back to thair rooras and took 



92 



th« test s'?Kil0 group k romined for a seom^ showing 

of the film. 

The outline of the fllfi) by aaptions with & 
hrief dssoriptlon of eaoh saene follows. 



93 



3C3002. 9 I hU a 
And Its mst^i^l Si^ifioaaoe. 

Sdaiet;^ foje ?iiitial Bducatiaa, Ins* 

THiia redX is inoluded in tJie '/isammlQ Mb%qt^ b^Hbb 
%Q sli^e th® ii^pGrtsae* of the ^miaaa^ iimm^l project,, It 
tras^e the ^sires df four b^iuUrad years b«for@ it@ 
filial noaoaplisiUmeist* .:^^p«roi&iljr 49«8 It 0Mw tl» tl»>ro* 
ugh* d^>»t«:isttio, aM at20Gd»afal sfforid of Zim J'jmtlm^tm^ 
wha f iji»ll^ iuie<»aplieh«s tb» fest* It @1iowb w^i @«mi^* 
'£iosi baa l^n® fa? i^s^ia^ssi* Aad it iiaksa ^Im-s tas adv^aat* 
age to the ontiro m^rM of shorteaisig %im gsmat o©M3ar@ial 
rorittss, as ^®XX d@ the iosal v&lae to ths Ui^t@d States* 

Outline of (intents 
Ciitlos G&«UnrXiQ#cl) 

A projection of th$ s^orld is ahowa with tis© westers 

Malsphors in iiho eentey; Isastioa of l^as^ss slio^a 

laeoif>gIfte beoaiase &him oottld sot mm tlmt ^sffli p*;^ 

Yei^sgee of Po&m de Ireoa, Oortes, end SiagGll&ii are 

ii9tSi<i®tea» 

Boute frdu Bpain to i-&smsA^ and patli ^aoroia tbe isttems 
if^iaatf»d, 

Qogti^t wge4.t^e.Kiiia to. \>u-Uil tmmmy^^ml.tQ ^mU^ Spaia 

Qn B. lEip 0f tlie Wee team M^iiisplsere tlie rel^tioa lM»ti?e€»n 

ca %h0 ^^onth &n the iae|f ie^ g^^ ^^ ^^.^.^^ 
When the ^^gj-js'^ j"^_^es acquired Csilifornia (1848) a sjiip 

pe®ii&^ ttoc^iig!i '.^Bti-al Asea-ies b^a ^ g^ deaix^bXe. 



94 

M^y ""Fcgth Myg s " amliMd aaroaa the IsthBos »arottt» to tlf 



^ff^JTT!3EI^:5»« 



Souta Tia th0 Xstloaia of faat^ia, v$hia& eaT»a 0609 i&lXes 
it at&mi. 

Oa a nap of tiis u. :., il^t Is^i^a, and Oesrfrial kmsrUm 
tbB raXativa la&iktlQmi af tiia aer6b«m and sonttera faot^ce, 
tlia apajrealif aettleil i^r^^aa of th@ Bo@l^ ^it8» plataatt and 
^ftoiiMa aaotioa, ssd tha ^tlania of ^^Mta are al»99iu 

ThtoxiBh a Casal hare aaathegs Blantara aaefellii4 fraah l&aH aoalA 

Bouwd indict tad froia It'o^ Orleans to California Tia a 
»ipp(^iti0tt3 oazMO. on %h& iatlama 

ilararal rouboa poa^iOla ihirough a c&i&il hero ara shovii 
Xaadifii fj^om %ba inolfie to I'Ulf ^oints* 



tf iil^f^^rtii 



r_ tradfe roataa. Vbe 7vmmh iwmms» Cowpamr liaaaa 



«nTT[iTM? 



Oa &. map ox' Ja2iix''&X ..^irioa, wij^ eVat.^ &re indlaai^od and 
aasad; a fifopoead o«mal route ia indloated* 

JBaSfciiABLaiifn r t 

OidMy Porto Hi<^, at3d aan ^^r^^oclstoo* ishare %i^ BattXaaliip 
^t^ma w^a aU.tiomfd in 18i8 ara Xoeatad, ss^ its roata 
aroimd Cape l-ios^ to £«^ Wa®ti ic^ieatea; Bottta via a eaaai 

32^iia 

2a 1903 Bissmk aaoadad fros Qolcisbia aad gjraataS aaaaX soaa to 
■fftf Uftll^p H SS^ .^ -— .« ,™-,.-. ^ 

thi Hapul>Xio of i^tm^& Bhrnm on $m^ s^& QaaaX Zoxat i&dieatadU 

Jyaaidaat EaaaavaXt imahad the oamX o^aBtraotion aaargatit^Xly 

J^aartrait mlxmn 

3«M»»M Of ooi^troctioa shomi* 



95 



fenior Q9xmral G»oyfi» W. Go»th&Xa. ohlef engHwcr and 
ffoveraor of the Q&aal Kon» Juricg oonatrugtlott 

Jt-ortreit siiotwi. 

$qTP<»og. Ofnex^ l H'bj,., C> Co?f:3S ?.Rd<9 ccrnt.ruct ton ?yoir&: 

poeslblf pv eradjlctf^Tng yellow Tev«y In t^e ^Sml gong. 

lortiralt ehown 

Th# fijTft loadad frgigfat»r paeggd the Pan— a Oaaftl. Amcoat 



m 



?3o«nes sha«m of ahlp in caaaX; route frwi London Bhovm, 
ayouiid Oape flbrn to Austral la, then riA lanMBa QaaaX 
aavlQg 4000 niles« 

War ship ahctfn going thrcogh Ccnal.f 0otitte583r of U.S. Savy) 

3?«tall6d oap of eaw&l sson* on thu 
iBtlmaa ahxrnn^ and aain points 
Iwiieoted: Oarib^^fin Se^.O-^tun, 
iatasres Laka.Obiapo, Jtt).ebr&, 
ltirttfXoreB,l«mMft, and i'aolfio 
dcwan. 




fhe following »o«nes are 
d8flcrlb#»i by thp' titl»a« 
Ail are ahovn by ccorteey 
of the U,3. KsTv, 



Thii9 la a print of 
fehe tfanal iSoae nap 
tiaed in the film* 

'ihft print !.« made 
direct from the 
"poaitiye" fila. 



Aj^jtr^il a <?ynoa ,- > , i' „„ .^an-Mta Uly und®.;.' UflitcA ii tatoa eaoitary 



£ .group., 

pf the Canal 



gJbaB.-^j?atg» yiire a^i^-t^yed. at the entranoe 



tffTiarW^ U^ i9H ^V4 ^.t'a ,i?ffiP^4r aift1^,4,o#,. 



96 






£• Water front Colon- 

S« wvmis&tios Brigand* 

4. Gaaeil Channel aerth from point I. 

§• I'Qato Mlgael locike. 

^ i^a&t Chasaber loclcs* 

?♦ firet lM>«t la G&ml, 

B» Gatua Lock. 

9* Map iortii America* 

10, Freach Ire«gee, 

U* Battldcbhip Missouri la lock* 

1^* Oatua Jppor look* 

13. Gulebrs Cut. Break nest i$ank* 

14. arti.ficiel Lako* 
16* Juug^la* 

16« M£$> cf faoaaa railroad* 

1?* j^'reach l^ngioes* 

18* Map of osaal { relief). 

19* Battl^hip Oregon* 

£0* Bait Ise hip ^laaeeota* 

PI* Oeaaral GoathalB* 

££. Gatua Spillway. 

?3* on baak of Calabra* 

£4* Culeb2:ia cut wl13i water* 

£S* Gatua <^effl aa^ lake* 



She tlae epeat on eaeh &ii^e was ai proxisastely 
S6 eecoa<^8« tweaty-flve eli^as ware sfe^vn, wltli eosiseate, 
la 15 «3laatee* 



97 



(4) XestB * The teats were glvQa to the 

groapa as soon as the unit of instraotian in eaah groap 
had been oojapleted. Before the pupils started to take the 
test the follovdng instraotlocs were given tbem \^ their 
tsj^ioher. 



"Yoa have two t^hoets of qaestlons 
today, -rite ^otir jmise, the date, 'ind 
your taH3her3 name at the top of eaoh 
sheet. A3 soon as you h^^ive <3one this 
start t > answer the questions b^ fill- 
ing in the blank spaoes. Caestlon 
twelve is a ra-ip qaootlon. i>ravv your 
nuip on the baak of ^-our first sheet. 
Answer juat as many qaaatlon.: ^.8 yoa 
can. All -ill be ^iren tiao to finish. " 



?he papers were oolleoted when the pupils had 
finiehel *iiQd tied in handles by groups. All the f&ipers 
were soore"; by the writer acoordlng to a oorreat -insvpor 
key. In order to seoare aosuraoy and uniformity in the 
soore, the papers ««re till oheoked b second time ei>^ht 
weeks aftor the "first goorlng". 

The sixteen raiaeographel qieetlone used In 
experi-'^ent four and the oorreot answer key follows. 



98 



!• Why w«w the exploratiooB aa<?« b^ poaee ^© T.aoa, Cortlf eft<^ 
Magellan ia Caatral iUSierioa, iuteofflplet@V ^^ ______ 



ff« r'iscoTere^ the pacific la 1€'1S h^' selliiig from 

_,_,____^_________ to ....,..,.,.,.._,_____...^ s**!* crosBiag ^_^_^^^^ oa foot. 

8m Why ^1£ a t^ip pftsesge throagh Central ^aerioa ^eoome Seeiraiale 
whsa the CTaitea States renaire^ Call for ala ii X848*'f 



How die taany of the gol*? ealaorB save tim© when reaohiog: the 
California gold fSeiaa ia 1849? 



If the i'aoaisa Canal had exleteA ia 1830 to lii66» hoe tnight it 

have laflueaeet! the ooafllct feetsreea the ^lorth aa^ South? 



6. Who started to built' a canal first? 

7. Why dig this ooapany abanc^oa work's^ 



S. ihat eTeat in the Spafilsh jmerie&a vtar effiptoeise^ the Hee<^ of the 
faoaaa Oai»tlt .-,-^-^ 

9, What three great iuuerioaiw paehe^ throagh the Canal ooaetructioal' 
What part fiS each play la the work? .™_™™__ 



10« Whoa did the first freight aMp paes tfcroi^h the CaaalY _ 



11. How suoh f^lstsf«?© do&s tli© Cnfml esra a elJlp ^oisg from J,oinf'oa 
to Au«tralia*r _____...________________._^^ 

IS. Qa i&m baok of this sheet Sraw a ms|) of the faoama Oanal, 

ia^leatiag the Caribbean Sea, fatumaCit^-, Miref lores, Gatan, 
Ctilibrft Cut, Chefrea Lake aa€ the if>aeiflo Oeeaa. 



99 



IS. What i» © l®«lc ifl a eaial, an6 how floee It operate? 



14« thy should the Jaitad States balld fsrts, aaf? et&tioa frar shipe 
at th© osaSrlY 



15« fhat la the Cull bra Cat? 



16. What trouble ^o the^y have there? 



{I90te« 5?h5 foll<wrlac> •'BifiepQll-'iiiigB i^.oul*^ be notec? ia 
the teat ?ao to iaprayor C5 0n;,lnir of the cops* for the steiasll* 
Portia", »'Mlr0f lores", "Chagrea", aaa ^tiillbr©*'. j 



11)0 



Qorrest anas?*ir k@^. One point 
for eB.oh oorxeat anstr-^ir* In queatlon 1£ 
on© point was ,3;! van for th& aorreat looa- 
tlon of the itQT3i| listesS, Bia point I'alu© 
of eaah qaeeiiion is indio&ted in brsakets. 

(Ij 1. Beoftase tha^ did not disoo'rer th« J^olfie ooean, or 
Sacaas* th«jr did not oross the lathEms of Panafim, 

(1) Jd. Ikslboa i;i>»iK FanasKs. the Isthajas, or 

Balboa Spain 4n»erioa Paiiars-s, or 

Balboa 's^iTOp^ Central Asserioa Pi^.naEa. 

(1) 3, fo reduaa the length of i^'h© shipping ro>ite fros! 

Mew "fork to 3ftn Franalsoo, or To eave titae going 
frora tier York to San Franc 1 so o by "^ater, 

(1) 4, WalkQi^ ".orosB the Tethimis of B^naESit, or 
V alkod rtcjross F^naBsa, or 
Crossed Panama (or iHthmae of Fanaisa ) on foot. 

(1) 5. k blookai© of th« South woald h&ve been more difficult, 

(1) 6, ihe ^renoh. 

(1) 7. .^n^3ln9eri^g trouble srd ^^alloi''- fovor^ or 
oiokrieiii; and anginesring trouble* 

(1) Q» The trip of th« Orogoa, or 

The trip of th« Oregon around Soatb Amerio?*. 

(C) 9. Preoiaant Hoosavslt, pushad .^ork at hose 

iaorje «• Ooethrile, enginoer (or governor) 
®s» 0, Sorgas, er^idioate'i sloknaas (or p-^llow fevar). 
(One point or o&oh man named and one 
i30int for the part each playad in the mork. ) 

(1) 10. August 2 5, 1914. or 1934. 

(1) 11. 4000 fflilea. 

(7 ) 3£. (Ona point for ©aoh looatod oorraotl^. ) 



11)1 



(£) 13. "stair etepa" of i-ha oan?4l, or Place in oanal 

where sMps i^,o up or |^o\',n hill, or ^Jorapartmonts 

in aanal i-hera w/itar is lO'i^ored anfl r?iio@di to lo- 
*er or raise a ship, 

Katsp flows into lock from abo^e raiding lovel of 
water and %itli i« t.be s-ip to level oiT laofe aboTQ. 
(On© point for each.) 

(1) 14, To protest, the OiWial, or 

Ho ^3tt.ira the osnal from ^naraioa. 

(1) 15, 4 plaae where oansl ?3.s ^at thra a aoiUitaln, or 

A oat ihn 'i mountain, or A oat thru a lar.39 hill, 

(1) 16. :illf!9a of ln.nd. 
Tie) lotal possible score 

The d-i^r folloi^ins i^he OentrJil School h>\lt of 

t,ho oxparlr'QKt tha aarao pro:ja«3nro a«aori>iOd above WFtS dup- 

31out«a ir. tho Ilnooln Sohool, TM9 enabled tho results 

of the work in the t^-^o sohools to be ohaokoid on« againat 

the other as hats boarj dono in oxperlisorits t«vo anS thre«. 



102 



H1S0IT3* rha average soores sfede hj the 

sis groaps In the t~'0 fol3 test are shown In table nine, 



irtrsl Sohool 



Jroap 


."0. of 
iTipile ' 




tlon. 
Total scare 


.aaesticms 


tion. Kap 
oaestidns 


Intel ligenQQ 

QOoro 

av0ra??e 


film 


£S 


S.04 


£•90 


.35 : 


,59 


oC-.oG 


B. Klide 
k filE 


££ 


• 1£.45 


4.58 ■ 


1.68 


; .a? 


! 64.00 


A, film 


£1: 


: 1:^.77 


, ^.41 


! 1.27 


1.4S 


54,86 





linooln ;Ohoo3. 








raup 


,-;o. of 
pupils 


iTotul S3 Ore 


,tion. 
.Total aaors 


q^aesti orts 


HsaR javia- 
tion. ifep 
qiestiona • 


iFitellii^ancje 

SGore 

average 


A.ora ^ 
fllrc 


, < it. 


10.71- 


3.71 


• 66 ; 


1.09 


59.7? 


3. slide 
i film 


£6 


16.4S 


( £.94 


I. 77 


.97 


61.60 


B. film 


t3 


\ lE.Sl, 


: E.4£ 


1.04 


2.44 


63.95 



Table 9. 
s^3s by tr.e six sroai 
ston, Illifiois. 



ti!rlr!ient f )a.r, Syun- 



103 



?he lo?v total aaoroa njavl© b^r ths oral-film 
group iii both 33bool';: ia of aittle aomparHtlva Bigrti- 
fiosnoe sine* tho 8sa«s37 prored t.v> bo above th8 sotaprs- 
her.sion of tho sosrsnth nn^^ ai^hth girei'lo pupila, B^is 
rssolt sho^s, however , tlist t.ha print e;3 mtsrlsl aoaosi- 
laajl&f? a film shsald T^e as aarsfolly pre^^rsS ag the 
filtB it3alf if it 13 to properly sorra th© parpoae for 
whieh It r.ns int©nd«<S, 

Tho oral -film groups h&cl ona half as mioh in- 
striistlon on th« jsiip vork aa the other tr?o groups, hsno©, 
a ooDiparlaon "bc^tv^een the w^p scores nj-ad© 'oy the three 
gro^xps »!oa3.a not be Icigitim^ite. Let as compel'©, thoa, 
tha sooroa made or* tho teyt b^ tho filss groap and the 
8lid9*Xilffi group la th^s two eohoois, 

Tne alide-flliB ^roup at the (Jentrsl school 
iWide a lower total ij'joro than thg lilra rroup, a dif- 
£erono« of l,bL paints or 10,u pjruejjt tf-hiis tho film 
groap Elide a ayore .4 or 5,L peroout lo^ur or the rm.p 
qasstioa than the slicJe-film group* (Since the tot&l 
po3eit-le gooro on th« map question f^as aoven r^oints 
this aifference of ,41 or .;•£; percent is grander than 
it y-ppanrs to lio at first glanc©, } 

At the Linooin eohool the allfie-fils groap 
B^(i9 a tot&l average sjore £,6o point a or £0*«i percent 
abovo that of ths filra sl^oap una 1.73points or 16.6 
poroent ahorg thst of the filra group on the vs&p 



104 



question* The latter ecors Is ovor t^ics as lrtri>e as 
the score made by the film group, Eere ugaiB, as in 
experimsnts one aeS t'ro vjq find fare film instraation 
is not as effsctiT© in teaching mip ^ork a a some oom- 
bin&tloa of oral ac i T?ga.6l material. 

fh« film groaps had the highest intelligence 
scores in both schoolsj. Thie w*^i. dae to the method of 
selaoting the groj|-)S« (see pag« 39 ), Henoo, the 
<?roups were equalized >,^- followlKg ths prooelure of 
Bstohirig intelligflBoe saores pupil for par^il in the 
three groups and the resulta of experiment foar ^ere 
retsbulateS as shown in table ten. 



105 



Central achool 








iJroup 




: Totxl saore 


avorage 


Int«lli janoa 


J. oral &, 

fllTB 


21 


: 8.47 


• 38 


6E,14* 


B. slide 
& film 


21 


1^.71 


1 ."d 


;>4.90 


A. fills • 


£1 


15.6G 


1,33 


:j4.a6 



Linooln 3c 


Jhool 








CJroup 


. IJutcbar 
papilQ 


: Total score 


.ir.p saore 
^iVaraKQ 


, Intolligenae 

.^ivera.Q:© score 


A. otj.1 Sc 
fllra 


i-O 


10.75 


.95 


6£.60 


3. slide 
& film 


£0 


15.46 


£.60 


GL.LO 


B. n Im 


£0 


12,10 


1.00 


6c ..30 



Table lO, The roaaltc; of ex- 
parl?nont four after tha .^raara ?-er« 'natah- 
ed in ir.toJ3 igeiiOQ and namber. (i'or - das- 
crlptlon of tho n^athod uaei see pa:j:0s^-».s"Q. 



An esramination of tab] e ten sh r- s that the 

relationship. In torms of rank by tsdt so iraa, bot'"Qgn 
the gro ips in both aohools in the Sirao as in table nine. 



*It v"is found impoaaibla to matoh the Intalligenoe aooree 
of -il] the pupils in t;his group vdth papilt-; in the other 
groaps 'v''ithoat reducing the muBber of ?-iUtils. 



106 



Sowaror, tb© ailfsreriaa between £h« ali<l«-filsi groap 
ari-1 the film group In tb» CJeotral sohool ia *9o or7«47 
ia talsl© t€ns» ?aM9 nine sho^s th« aavantafo of th« 
filra groap to fee i*SE or 10. o7 poiiite. fable tsn sho»s 
the dlff«r©RC9 bot«r«©ri feha tsro groaps Sn the total 
0aor« to b« «v«n loa« sigrdfiaant* th« e«» tabal&tios 
in table ti?n r&lsss the s»p soor© dlffaranoe in favor 
of the slld©-fllm grottp .02 or •! peroent* faaistral 
school)* 

fable t«rs aooerstastod tho dlff©r«»&oe in 
favor of th« Bllde^fil© group as aompar©3 «ith tfce fll® 
group St th© Xincoln eohi>ol b^ raiel&g th© dlffdr«333«s 
b©te(«©n th© totsl soor-^s fco S.Mw or '4»69^ and th© rsiip 
eeorea to l.BO or 180«0 p©r3«r.t. (The diff©rdxto©s aho^n 
In tabl© sin© ar© E«60 pointd or £C*L7« f&n^ 1*73 or 
16»(j7 r©sp©-3tlV9ly), 

A dotailod sta^j^ of the is^p© dfttffn h;g th© 
pupils in raapofis© to q[U©8tior. twdlv© r«?e%l© th© Mit 
tb«t tlvay ooald b© olasslft©-1 into thr©© aistlnot types. 
fypo one, ^as s asap vfMoh iEclude^ the let?asas of Bimjea 
ani iB tioat oasos the 2oi?r©r and appor portions of Sorth 
AEserioa and ^uth ^©rloa regpesJtivolj?, fh© ears&l ^-iS 
iB<31o?ite€ l>y a lio© or doubl© 2 In©, ttiQ loo^tiorm call- 
9^ for in th© qaastiori *?©rs ir.dloat©d by dot© or Unas 
dra^ji to thtit part of th© oas-'il fej, tho pap41« ^yp® twe^ 
«ia© a gjsp drawn frow th© is!'pre«3i-.>ri B»<ie on the euljjeots 



W7 



hj th9 flls oloeo-ap-isBap of the faaaB» Q»maX lone. Xliia 
■ap was a blaok aad 9hite flat aap« the is^lta liswa oatlinsd 
tha eaziaJL and lelcea tiiroogh «rhieh it rims. The oanal «aa 
zvpreaented li;^ a liQ@ rimrilJig scroai^ the olose np map in 
tha eaae E^as^ar as rGoorded in sample s»p A tirpa two* The 
Xinas whloh res^alsle the ^imOaries of fields is sastple 
siapa B aM of the type two reepoaaes represent tlia 
^osadiaries of the Central Aioariean States shown 1b a&othar 
aap by the file* leaea* aas, Xe isaps B as&d 0,typa two. 
represent a eoiifusiOQ of the (^joal ^one Map asd tJa* 
Qaatxal .to«riea» states Map shoim b^ the f ileu 

sype thirae, ie the reproduotlon of tbe Mip luseS ia 
the @tereoptic8» lectore. i'hls aap mts a relief s^p ia 
a reotaagular fra«« aad is reproduoad ia saispla A, ^jfgpp 
tbraa* 

A stad^ of these reproduotioi^ shows that the 
pi$)il8 rei8e»her«d liaes but not the Xooatioas la the film 
yapa* (dee ssffipXes B aad Q type two« ) flo tjpe-two a»ps 
were eoored as high as aa^^Xe A, Saaplea Jgand a are i^ioaX 
of the ^£^«-two respusMa* 

£h« film groapB sat? oaXi^ the film map, hes^a. m 
flad their resj^oases to \m either t.^e one or two. The aXlda- 
fUa groi:|»8 saw both maps, the slide eap first. "The follow- 
lag table sho^s that evea thoujgli tl»» slide-f ilia pupils ^^d 
seea the film is»p aeareat to the teat la ooiat of tlse that 
ther proforrad the slide i»ap type vl^ee ia s^kiag their reepoaaes* 



108 



OeKtral Sahool 



fufflber responises 



Oroup 


T^pa 


I 


. ?yp« 


II 


! l7P9 TTI 


^.li-re'xUjn 


: 5 


E 


G 


nim 


': 9 


IJ:: 





Ilnooln School 




.:jli le-nin: 


7 


1 


14 


?ilin 


11 


4 






Table 31. Tha numbar of maps 
drawn by aaoh -^ro', p alssiified Mocord- 
iKg to t^'paa I, 11, III. (i'iJtperitseat fo>ar. ) 



11)9 



fHis oHieimis SI3S -urn CMSsifi- 

CATI03S IfflXCASaD A2 2Kii 20P 01 
34CH PAGS 



(WSSRiit SCSDOI* 



TBP& I Uif 

TSii^msR MISS oem 
GRosp sfjsQse 4i^syi 



110 



PAHASA Gi»m 




Paaflva Oamd HI 



Central soheol 



Tfp9 II m^ B*tiy 8««k 



Sample A 




C^irftX s«bft«i 






Sample B 





Tsaoh«r ifAee i,oa@aan Group Fi]Uii4>?12ia 
Lincoln School 

Sample C 



rmmm cmtd. 



113 



A 



CiAACCyOU't,^ 




jjUCClJB SCHOOL 



flfS XXI Hip 

tS408im KISS ooomet 
mow ststuso ♦ nix 



PAilMU OAnAi* 



Sample A 



114 







]j.nooln school 



Type III Map 

Kenneth Munson 

Teacher Miss Goodrow 
Group Stereo + film 



Panama Canai 



Sample B 



115 




MA p r- 

c A 



L 



116 



xisperlment 5. 

^OBI^, The purpose of sxp^rim^nt five 
©as to nsako a dlreot ooap^arison betwaen the infor- 
fflstion gained frois one shoeing of a sovlng picjtare 
flliB B.n-5 th® inforsjation gained froia a st@raoptioan 
leotara aoverini tho aaxss topic, 

DI530HIPJIQS OF JHI SX ?SHIK3fe'T. (1) Sg-bjeots . 
Papils frcHH gradoe four to seven Inolualve «wer© so- 
leotdd for exoerlrrent five, from the W'lS ington 
Sohool, iSvanston, Dlinois. These paplls v?ere for" 
Bed into two comparable groups hs taking everj? other 
papil In eaoh dohj starting with the front ^eak, left 
row, Th© miplls thus selected were formed into groap 
J, The renmlning panlla ^ere played in group 3, Th© 
tesahers eBtisatei t at the "fe^'o jiro r t thus foraed in 
esoh roJK ifere approximate!/ equal in general intolll- 
gense . (No intelllgenoe test aaores were available 
for the seleotlon of theiio pupils on ^ raore solentlflo 
basis. ) 

'^' l2£l2.» '^^^ film used in eaperiment five 
w^iS U;& t>:.i2o :S :/-at used in experiment four nsffisly. 



117 



th« PaB&aa Oanal -nd its Historioal oignifi -anos, 
produo«d !;y the i3ocsiet^ for /laual 3ciaoation, Incor- 
poratdd. The atereoptlom lacturo waa aleo the s- m© 
aa the on« vl3Q^ In exporimant four. (Jor a det^^llod 
•ieaarlptlon of eaoh see page33-^B» 

( i5 ) The rireaent'3.tlon of tha toplo, Group 

D, vhlah, will be leaigni^ted as the "«lida .^roaji," re- 
oeived its inatruotion in the h-ll-wuy v-hich w-s ased 
for the projection rooro, ifter the ioll owing tnatruo- 
tiona were renol to tha grOip. 

"Xodai? ^oa will lenm eonething 
:>f the hlstoz'y :-*nd ci^inifloince of the 
p-iHAma Janal, You must i>ay .striot at- 
tention to evari^thli.^ you see or hear 
hooause you will nil ho given h test 
to find out what you have iGirno-l about 
the Panatoa Otinal, " 

The inatruotion wua divided into two phaaaa. 
Flrat the pa oils he-ird u livo minute diaouaBlon of the 
?ari:i^!^i oan'il. The dlBcasalon consisted of parto of 
the essay read to the oral -film groups in ox eriment 
four. Trils waa follo?7ed by n fifteen Bilnute stereo- 
ptioan lecture. (For daaoriptiori of ihe atereoptloan 
lecture see page $fe )• 

Sroup & whioh v.ili he designated as the 
film group aasemi led ir* the hall -way Imtr.ediately fol- 



118 



losing the aonclaslon of group u's Instruotion period. 
First it received the S'.me instractloiis Uhlsh wore 
given to groap D. This vr.s follow*, ed hj the livo rain- 
ute dlsousslon read to the group D. (Sqq above.) 
Then the group was exposed to a flftaan minute ahov.- 
ing of the fil^. 

'^) Testa . The tosts used in experiment 
four ware ^^iver. to eich groap hs soon -js it had fin- 
iahea its period of instruction, oee experln-tint four 
pages? for n ietallei oeaoriptlon of (a) tho in- 
atruGtions ro^a toa-ioh group fcofore the tost (bj 
tHo to-^t lt<?elf an?, (c) the soaring )rey. 

Xhe papery ^sr u-e ooored by the vritor -si.d 
cheakea with those in expori ent -yar. 



119 



HiSSJX?3» the results of 8xp€irla?eat flv« 



'^aiMiMioaJsJiool 



arads 









17 



15 



16 



antira 

J,t;fau|?; 6^3 



Soors 



1,£9 



Score 



3,66 




?.eo 



7*1£ 



• 03 



1>18 ,_- 



Hlfii 



4. Si 



^"1,,^ 



i^O, 



Or^i^s: i-tipils 



7 ; 

entire 
group; 



14 



dB 







4»6i3 



»fc7 



4 ,00 



• 60 



L.S8 






120 



fh@ avsmg© total aoore TTtido b/ tljo sixt^- 
thrd€ pupila ^teo saw tha stereoptlaan alidea and hsarfi 
ths laoture v;as 1»8S abOT® the average saore isafi« by 
the flft.y ^9ight pupils who aaw th® film, Ihis is a 
much liix^QX differanae than appears ob tba surfaaa 
Binoe tho parasiit of aapariority of tha slide groap was 
61»44. la ooroparing the average ssisoi es made "b^ the 
t¥.-0 gro-.ips on tha aap quastior* «9 fir^l tfee slide groap 
TSSiA9 au avQiVJ-fta s.<3ord over 6hr«o tlsies greater than 
that rfi'iis b^ the film grouf, a S£S porodiit ai eiip*jrior- 
Ix.^- of, to "b® axajt, 4ii ©stamina tloa of tna ^ctor^a of 
the two i.^roLip3 'by gramas shov;s that tha feliSe group 
In Qficsh graf5e mtid© a higher average score %hmi the film 
group in the (Corresponding graa® in ovtJx> Instana©, 
except gride four xvhare nelfehsr jircap wag ahl® to ^o 
uns%hins with the sap qa«gtioa, fho lo^' average Sf30r« 
tssid® h;jf the sixth ana serenth gi*ades in this axparinr^ut 
as aoiapar@a vsith th-s scores cac^e Ijy ths gro-ips in th© 
Central ^m^ Lincoln school a oan "bo explainsS thru ths 
faat that t':?? tjr>e spent on iBStru»tio»i in the laahing- 
ton Bohcol out half that spirit in th« two former 

©ehool B, 

The rssulto of e-jspariaent fiv# arould show 
that the st©ra0ptiosn leature was wora effective, in 
imparting ths irjforjssition oonefsralng th® Bumssa 0&«al 
called for in th© test than the filsa, 

H0r« again w« flrid that th« slia® ta mors 



131 



effaativo in preaentlnf^ this oartioulur typ« of imip 
material. An examine.tlon of th-ij n^-ip rgsponsoa sooor4- 
ing to the Glaasiflocttlon VLB&d in erparipont foar rs- 
vmils liho .fivct that .foiirt a an of the fllra group attampt- 
e^ t,o (!rav? J^ypo-tyro n».p8 while. tse3 va (Irm? tho 1»ype- 
ono T3ap» Of tho faurtadn typo-tv o Ejaps draifn none «?«rd 
more fiooar-.t,Q or sapiriojr to nfuvple B t^^pe-tuo siiorn on 
page/IL.. Tiiia uiivo/aal l.-ok of -'biMty on the part of 
the papJls In OKporinenta four ■iriu fire to grasp th« 
looatlof!3 In the Plln'a oloas up ^rmp of t-ho Pfmssn Oan^l 
Stono 8ho?^ts that tha nap was sith«r inforlor in taaahing 
those loofttiona or that tho fUm ltj=!©lf as r^ ooor 
Djedium of Inatraation of this t.,ype. 



122 



^HA.PTSH V 



The close of the aabool ye«r o nojuded the 
rese^roh -■. d^anaton with experlmeat fire, however, 
new plans for the opening of eohoal "in Septei^ber were 
forff'ui^^ted «id the exoerifnente vers pushed foirs^ird on 
ft laore ocHsprehenaive b^^ele* 

The b'iee of opera ti one was e' if ted frora iSvan* 
atom to UrTwiffi, Illinois, on -sooount of the wrtter'e 
ehonge of real^enoe. Xhroash the efforts of I>eaii 3« g. 
Ohadaey of the Jallege of Sdao^tion of the UiJiveralty of 
Illlr.ola, pernlsftlon was glveo the veriter h^ Superinten- 
dent »?n. airrla %i aae the pa/ila and equipEwit of the 
lenl iini Thomhttm publlo sehoois for ex rerlrsental o\ir^ 
roaea, 

i'f-a f ■ j.-3t step 'n the new orogran for wcf-eri'nen- 
tat5on ^iB to m^fce ^-^ wore oaref^il .nfl thorough s»leotldn 
of cuplla to he aeed a& aibjeots. Jonseqaently the 
writer ■.eraonalljr adf-lnletered the Iliinvia Ictolllgonoe 
iSKnr:in?itlon to all the puplla or the fifth ^md sixth 
gr&dea In the leij sahool %nd the seventh and eighth 
gr-idea in the Thornburn eohool, Jrbnna, 111 in ?i a* 
These teats v.are glren November 14 and 15, 1921. 



123 



Xhe Intelligonoa test papers were soorad by 
f >ar aenlor oolloae at-'^f^nta in isauo tlon under th« 
•upervislon of t^" writer. Unlfom? and as ftooura^e 
scoring as possible waa obfilned b^ hurlng the assist- 
ants first oheok each others ?.'or}r wMob in turn p/as 
oheoked by the writer. 

The aecjond step vas the aeleotloa of pupils 
to mire up oomiw.rable groups. Two fi ith grade groups 
and two Blxth grade grjupa were formed at the Teal 
sohool by first piling all the firth grade papers la 
rmk order of test saore in one pile and all the sixth 
grade rapers in another pile. Then two groups in 
• ioh grade vvere formed h plaolng tia ...■:v.«ra in two 
piles thus. 



lie 



~~-.~fty^a{?- 



Mhk of Test 
i'apor 



5 



and 80 on* 
These groups were design jted aa groups A, B 

0, ^nd D. "A" Hn6 "B" were fifth grade groucs while 

"3" and "D" were sixth gr de groups 

iSight j^roaps were f ortrjad at the Thornbum 

sohool, four in the aoventh gr^ide, and four in the eighth 



124 



grad9. In orSor to atoco-tpliah thla all th® papers 
were piled in or?. ar of teat soore for eaoh sr»id«. 
fhe groups were formed by piling th# papers fsr each 
grade in four piles thus,- 



Pile 


X 


i'. 


. ■ ^' ■'■ 


4 


: Gro:j5.D 


A 




■'* 


J J 


: rtuiik of Test 
: Paper 

: 

z 


1 ' 




• S 


4 : 


] Li ' 


7 


i" 


5 : 


9 


IC 


11 


I^ : 


16 


15 


14 


13;'; 


17 


10 


10 


hO i 



't'heee f: oaps ^mre aesi.gnsted as the 'Jhora- 
hULYTi A, B, 3, an(3 ]) seventh gjraSe groups, an^i the Thorn- 
burn A, B, CJ, and i) eight gr^de groups. 

At thxs atfirt of tho eitpsrimentai work eauh 
isipll v^as asslgrie,^ to Ms or hx^r "roup aiig remalnea in 
thst group throughout the expari men tsrl perloci, 

large charts wore pror^rs;! hy tho 'vrlter'a 
atssistanta ^Jio rssorioi th© imraes of the pupil a in mioh 
gro.:p by rank ordor of intelligenoe test ssore. Opposite 
©aoh pupll*s canjs the following tiata •/'^ere Inserted, %g« 
in years aad months, the tc8t s.(iOx^, am\ lrit«lll?r@no0 
quotient. From thss^ ahsrts it waa posslMa to Ti-tah 
pacil for i>U;i3 tha various groaps l>y t&st eaore, intelli- 
g«r»o© qaotient, and storonolO|io=iil age, ?M8 prooe^Sare 
©liJsiKater; the aiffertmoee in nar»b@r an3 ability 
between the groape 



125 



wMoh existed 



in the Eranston experiments. 



FartherDore, it made poeslble the ea«7 elimii^tlon 
froa the groapsA those pupils «ho vere oppoelte pupils 
vhose absence daring the memory test or origiml test 
onbslanoed the number and ability of the groups. For 
examile, if in an experiment using two groups w© 
found pupils "c", '*r*, "g", and 'h" in group A vore 
absent part of the tins, the corresponding pupils "o**, 
"f"» "k". 8in^ ''^'* in group B would bo counted as 
absent. 

ThG ^riglr*al nianbnr cf pupils in each group 
vas as follows; 

Lo3l . ohool 



HtJinber of pupils 



Group 



Grads 



34 
34 
36 
36 



A 


Y 


B 


▼ 





71 


fi 


YI 



Thornburn School 



3S 
38 
32 
42 
42 
4£ 
42 



A 


711 


B 


VII 


Q 


VII 


D 


VII 


A 


Vim 


B 


VIII 





VIII 


P 


nil 



Table 13 • ^e arrangement of pupils per group 
per grade in the Leal and Thornburn schools, Urbana, 
Illinois. 



126 



fwo laethodb were u.^ed to iriamr© the re- 
iialjiiity of the uiotaoua of uain^ p»raliel grouf« 

in the Urb.rui ex/orifueata, I'irjJt, the groui© ere 
rotated from ©x< eriaent to ex; rUmnt ao that each 
group would recieve a different method of present^vtlon 
and second, uli of the experiments, with the exceftion 
of experiment a 8 and 14 were run In duv»ic.tte ia 

£^riOtber gra^d© or scrxooi 

Aii of the fiifna uuea in the UrbciO:. ©xper- 
isents ere ; roduced by the 3ooiety for Vleutd Muc- 
^tion, incoroorcit<»d. On the roeeii t of e oh fli» the 
writer Ci ref ully tirnvd tlto fiirr* Oi*)-tiaiA by o^jtion und 
soene by ecene with ^ ato?. tv tch -it .^ wet »; eed for 
e ch fiia» i'he fi .ae >^ere of different length «d 
this fact ia rcfieoted In the different lengths of time 
devoted to the .f,reisent lion eriods, Bs^e-yer, the a-eod 
set for ij. given flioa .';>b not neoetta^riiy the cjeed a®t 
for Mother* itenoe, .ioiae tils^ ^yero projected ut ^ 
Slightly Blower r -t© th-.n otherii. fhla finctu tion in 
the r:^te of vrojection fnm tilm to fJ^ia w s3 ureiy 
arbitr-^ry but the r .te of jTJJ^tjt'i^''' ^<>^ ^^"^ filver filr. 
wrB fixed i^nd strictly dhered to by the o? er-tor. 

2he proportion of time sf ©nt on different 
items by tne fliaa wa© thias acour-toly deterKiced ai d 
the orui instruction guided nccordlngiy. 



\ 



127 



?he projeatlon rooc^ at the Levtl sahool 
«^s the sixth grade room usei fej the pririal^l of 
the ©ohool. Miss v«iiey« It was «qaipp«}d with a 
Euslin aareaii and Qg^q^a& wliiSow shadas, th« pro- 
jection distafiOQ "bQiug aViout £0 feat. At thta ,1is- 
tario© tha ptcsture was vsr^^ -nright and ^ithis the 
raiig© of th« 7iisian oi" 9v«r^ pii^il in tha rooia^ 

The projsstion rooms at the fhor^bttim 
eshool wore two in riiimhor. A s^all assesfel^r hall 
ssrvaa as the projootlon rooss for ths expert'iisnt six. 
It was equippoa with opaque sh^iides doubled and a 
silvered aoreeii. Tba projection distance was 34 
fe©t. This roojs was beiBg used as a regalt.r olss8 
room on aaoount of ths oro^died oon'Jitions of the 
school. 

The ©ecoBd Thornbam project ion roorm tma 
the geography defsirtment*® eishtfe grade olsss roo®. 
This ^^5,3 aseii for all tha exj^srltiDeiits I'^rfornj^S ?it 
the fhomburn ashooi after experlrrcent sis. tho room ??as 
long ftad imrro*^ an i etjuipped ^Jith doaMs opaque i¥in- 
aow ah^'les an-.! a speci&lly prepared ssi^Sln sore^ja. 
The projsotsozi aiaitarice rog 2H feet. The iJi5Sge was ver^* 
bright xuider saoh oonaitlons. ?h® soreon wag within the 
range of virion of ®very obq Ik th« roora. 



^e 



The Thornhora sehool m^m eqaii^pea with th« 
Keyston© 600 c^et of sildoa &Bd etereogrsf Jia «rhloh i^er© 
u. ©4 #xtensiveJLj in <3oimection »ath ta© g^ograjiijy iMl 
histroi' closes. Ileace the puj>iii« in the Biortiboyn 
groepii hiid fe©«n trained in.th© teoisdique of ie^raing 
from pictures. 

The spirit of iiaa^ cdeperatioa whieh the 
aplls, to chers, t^M . ri«oip:iX» eviaenoea in th© 
i»e&i and fli^riiljorfi school exieriaiecta oertaifily ua» 
gared sell for th© saaosess of the r®8e rch. 



129 



PHOBiaSL The writer aalootad an aamlnie- 

tr-itlvsly easy oxperlmont to 3t'4rt the research In lir- 
baria knowing th it initial saaaess ras aeaireable. The 
fourposQ of the exparirsent w>a8 to show the relationship 
existing between the informatioi^ gained frons (a) tv.'O 
eho in^s of a moving plotare film and (b) one shovrlng 
of the sar?is fils durlnj? wMoh or ul explanations were 
given. The orul expl-sn^tion wig given while the film 
was running and i?hila it v?aa stopped at «ich soe&e. 
In other words this experiment '".ttempte i to anisv^er the 
qaeutlan of '.whether or not it is rnore effeotiTo to stop 
i fllr. ^ni talk about it luring the o urse of its pre- 
sentation th:^n to lot it tan straight thru ^--Ithout oo?n- 
ment or stop. The uuo of the Asserioan portable nrojeo- 
tor ffiide thla ai^aaparlaon passible. 

DSSORIFPIOH OF THIS EXPiiHIM.3Jfr. (1) Subjects. 

Oroups A and B of tho seventh nrade and 
groups k ind B of i. he eighth grade ver© soleoted to 
act in tho anpacitj? >f sabjeots. 



13u 



(^) roplo. The fllra salected for axporl- 

ment six was another history film with tha title.'Ci inals 
In United iJtatos History." 

(3) Preaentation of the topic. On November 

£9, 19ri, groups A seventh s-nd eighth grades wore isarah- 
Qi into tha asseiably room ind seated in front of the sc- 
reen. They were 3lvan the following instraotions by the 
writer; 

"Today yoa rill lo'l.m soiriQthlng 
of the story of tha Innaenca of can- 
als dn United dtatea History. The 
flltn Thloh I ira going to shov-- will be 
run thra tv Ice. ?'iy strict -ittentl on 
to ever^ thing you see for you will 
be tested ft tha and of the poriod to 
find out what you have lo'irnei." 

Follov.lng these Inotruotlons the f^roaps .ore 
exposed to two showlir^e of the filra, e-^ch showing oo- 
cupying fourteen minutoa, Irameiiately following the in- 
struotlon period tho te^^t wua Hdm'nistorei. 

Oroups B seventh and eighth grades v/ore nvirch- 
e^ Into tha issenbly roon -jid seated In front of the sc- 
reen. They were ^f^lven the following instructions; 



"Today you will le&rn something 
of the Story of tho infl lenoo of etn- 
as on Unitel States flietorjr. the 
film which 1 -.ns goin^^ to ahov; you vdll " 
be slopre.^ from tli«o to time so that I 
can diacusa v.ith you the story of the 
ftlM. 



181 



Pay strict attention to er^r^? t-'ing 
70U see ind hQ^r i'or joa ••?/l31 be test- 
ad at tho end of the period to find 
out what yoa hare Isftrns^,'* 



FollovJing tnea© instraotlons tha groapa i&©re 
ahovin the film for twenty-eight mlnates whloh was stop- 
ped daring each saone ^nd at the ''t^^ibles*' (see aatlln© 
of the film) during whioh the writer «xpluinef- the 3ig- 
nlficjanoa of the tat-.terlal at hT.nd. The Inatruotlon per- 
iod was followed by the test. 

i'hs oatline of the film by oapti ms is ts 
follov a; 



% <i W Q ^ FIX ! ■ ^ ■ 

History 9 

qAllAli ir UniT;^!? ^Ts-^^^B rriETOHT 

Chicago, HI, 

Foreword : • 

Th3 purposaa of tno reel on oanals ar© to show 
the intsreiiting aiiaavijas in type an*^ dimsnsions whloa tb«j? 
andorwent, to frmko olenr their i!rvort*-,r oe iXi car .^OTiircsras, 
*tii(l tc point Oiit th* jfoi Atioy.sMp o:f aanrila to the .srorth 
and tfevelopmQnt ox oar ooantr^. 



(ii ties underlined) 

Motion-plct'irgs pi oxen haalln;^ logs; of dog-dra^m wagons 

States whlob '.v^pre- "baj.} t /.ip ^ It-h the he3.|) of oaaals 

Ar;_i'nni:«1 .T.^p: 3ho-vlns nar^es and roaloa of siuiiils. A 
tabulation shows 

Hot? r-opui'^t^ort iri'jraai^od iixrj.ii~i tb^ a ra ot OHTial building;. 
r8i:0»1340 ^ "" — " ' ^ ■ 

A otual -'Gc k on i^ho irio ^la n'^i-l ^^^^a ■;a?»;an if. IQi? by ^oyaraoy 

4^ortrai.fc oiT Cjiiiiton raprodaaed (Kots: oredit 'du© to 
tho iN'ewbgrry Library, ^hloa,^o. 111.} 

A.n iTv;^o ha;^l;-ir ^In ^ ■rar ooramayaial aevQlopaent begari with its 
0:pe 33in :T in lA£y 

'aSstiOtt-piotures of old-fashlonea locfes in actios 

It h'>d Goot ^ clu to 8J;ip a barral of :Qo;ir froa Baffalo 
tQ klhar).^» Tho Jrla "Oanfel "cat the bobt to '3cj' "oQBts^' "" 



133 

Kotion-plotures showing oanx^l 

A ohixin of ;jro3^:)v)roua tov/ns and altiaa grew up 1)931016 t?ie 
oanal 

Ariiraatad map: shovln^i namas and locations along canal* 
lew York OanulB 1G4Q; aailroaas Oompetliig 1840; 

' BeTw.ii/lv!:iiiiiX ua'rials 1640; rst. l Utilr oA- ^s oorjpotln ^^ 1840 ; 

ij^ew lork Bax-ge ^ax-ml 

But railro'iSs bsoain© the riva,lu of cianals ua freight 



oariioxB 



wTotiort-piotureB of i^rei^ht oars boside w.«s.ter 
•— "HIkT man^' sroall aan-j-ls v/ero a'barKvontfd 

Kotiori -pictures :)f abandoned canal 

Hov ever. rail rates huy a oonoln ugd to rlae — - 

Tabal-i t X on shov.'a . ■o ^St ^ol" o"?ilp;-'.lag a '•^aa nal of v/he at 
from Bgfff ilo to le\/ lor k" in various ^Qcxx^h bj~raiT and 
"bj? ctaial 

- — s o ttoty JTor QO ft n orfly. barge canals xtq being aaed 

Gj^eat I?gw for k Staoe Barij a Oans, !^ o u:.o;-ilott3d 13 

"'otiOii-piotjrQs of Ikr-f York .Ji^ato Barf'© Can;il 

Ot hgr oanalg v/are built uo -wo i /l drj.3"f:^9rQua rapids o r 

S b OTtBT: ^1 i S t a T UV3 s 

A;iiJr,atad niapa: showing location ana setting of largest 
canals of this ohax-acter- Cape Cod. Mjagara, and 
tiaalt 3tQ. Karie 



T hrao main typaa of canals hava in:Q,aanogfl tliis gj.intry' 
_grov' th 

•^ • i' bos e v'hi eh 9 ^' ^Y£J:L. :■':::-: ■ ■■■ar hi.j:li"'&.y s before the 

3r ailro-X'^s O'^jna^ 

k, , Tho ae /by v'b iah abi oa r each aea-port^j safely . or 
avoiq obstaolae in lakes and rivara 

3. "fhe PanaLTa Oari-jl, qonj-i.eai.l rir]: thf^ Atlantia and 
?a o i f i c ' ' 0,'i^'ean 8 

The jpanam'i. O'^nsl shorceng t be , sbip route from Bqv{ York 
to Pacific "OcTian ports "" "" " 



134 



4nlBia.te4 fe&p of %h@ i^jisaas 3oao, ana principal 

points enrout*. Afiiw%to5 5>.vp of s^e^t^rn h«?rJsT;-feor©- 
aho^^ln^t TontQ fror. f^«w Xork to vi-^^c ?i?arj.;li-ico vS^i 
3% pa Horn . 4C to aC^S'a^s: yja 0^:^i-;al. JF to f.C , fa^a 

It sayea freight a^.censa ^-^3ro3s the g^ilt^>3 Stat^a , 

ai^rfc- :^o,vt if s hit ir,, IGO lbs. _ir:^a ?i9v? York to 

Hates yja canal a&ye , l/5 tha soat _;b ^/ ys ll 

inis^toa ^ip- showing csnaj rout® via E^ausa; rail 
rotate aortas ooritijient 

Other --^reat watQrt;&:?s ---ra rlarinad xor ■ur-.^-j.j' deyalor-faarit 

Anini^itad »2%|>- of uj-tt-^i-J Stat. -a nn-i Ckias.d'i» @h 'iv-;- i ng 
propossa rotitee o f Xai;oa to ^tilf ^ o.t _ iJax.X30 ^n^5 



135 



(4) The Tests. At the end of ei^oh in- 

struotion period the papila s^ere glvon atest hiioh hnd 
been mfide out by the v^rlter's asslstaiitd. i.h8 test wjs 
two fold In nature oalling for responses to quastions 
and the dxi-wing of niaps. 'Xhe teat whs miiEeographed, Be- 
fore taking the test eaoh group received tho following 
instructions; 



"First write ^^our name, sr'x-le, 
date, anrl home teao h^^r on erer^ s^ieet. 
then ?tn3¥ er the qaestions jast ae i^.- 
pidly and as aell ^s ^ou aan, Pat 
;i?our iiiiBwer in the blarsk spaces pro- 
vided, jfou will all be given time to 
finish* V. hen you are thru ^.Ith j'our 
tost fold the throe sheets tOrjether, 
thrj. the niddle, and bring it to the 
table here." 



After this first test a raeraor^s^ test wae gi- 
ven tho four gr ups iJeoetnber £0, 19fcl, three weeks la- 
ter. The raenory teat was exaotjy lifca the fir. t teat 
in ©verj respect. 

The oilgin^^l toat pivjoxs find the ffiesiory test 
papers were scored by one of the writer* a asaietanta. 
Two months Ij^tter another ^.asist&nt checked and resoored 
the puners. Differences in scores woro checked ,^y the 
writer ^^nd a fin'*! score thua secured. The questions 
ami oorreot answer score liey follow; 



136 



1. 'iov, did early settlera aarr^ their goods and 
fralt'ht from one pi ae to *nothor? 

£. i<hat sas the troublo ^'ith this 9"«rljr kind of carry- 
ing tnlnga as ooia|»r«^ to moclern methode? 

3. V'ihy rare tha firat O'inala built In this oonntry? 

4. N-iae ind locate on ^oar tn .p five of the ^rly o inals* 
Show the pi 130 /hore the o^ical rune by i line, 

5. Most of the oirl^ om'ils r-er© oallt betweon the 
date 8 ^t • 

6» .hat ffifaoas cun^l ^-aa built by Sovornor iie Witt 
Ollnton of New York? 

7. On V hat dnte did Governor Clinton dtart to balld 
thla oanal? 

8. V. hen was this Cinsl aomplete-'? 

9. If'ihat Is "i o.n'.l? 

10. How dees a o-ifi-l help ;ho development of the re- 
gion In whloh It Is built* 

31. JIovs,' raaoh didi It cost to dend u barrel of flour frora 
Buffulo to Albany before the oanal was built? 

Ic. Ffov raaoh did it oost to .^end /i barrel of floar fi*om 
Buflilo to Albr.ny by way of the o^mal? 

IS. HsAiae four of the prosporoas tovrns that grew up be- 
side the ^rie ounal, 

14. Imt io V look in 'a oanal? 

15, Jeacribo ho- a look operates. 



137 



16* i.hat liifludnae did rt^ilroada hfive on the use 
people mtide of oanals? 

17. How muoh more does it aost to send things b^ 
railroads now than by canals? 

18» How feae this faot Influancea the building of 
oanals? 

19. V-hat osn^l was iKiilt in 1918 tn one of our iVist- 
ern itatea? 

£0. '((h&% three klnda or types of oanala are there? 
JS'xJtiQ an ©xaraple of eaoh. 

£1. -hy vGs the ^i»Ba aanfil ballt? 

E2. On the back of this shoot drar a map of the Pan- 
ama can^.1 ahovi-ini^ the lo<jation of the Ourlbbean 
a ©a, Panama Oity, i'^tun, JolebrH Oatt and the 
Paeifio Ooean. 

£3. How mush less does it oost to Beiid things from 
Hew York to 3'in ^ranciaoo by the ?;naK!a Oanal 
than by railroad? 

£4. lame two new canals whioh are being planned to 
be built. 



138 



Sangole of map used 
in test. 



HnMB 



iB-l^ffVB 



Te.qcf^^^ 




B. R. BUCKINGHAM, DIRECTOR THE UNIVERSITY OF ll_L.INOIS WALTER S. MONROE, ASSISTANT DIRECTOR 

COLLEGE OF EDUCATION Educational measurements 

BUREAU OF EDUCATIONAL RESEARCH 
URBANA, ILLINOIS 



139 



(1 
(1 

(1 
(5 

(£ 

(2 

(3 

(1 

fl 
(1 
(1 
(4 
(2 



Ans^vor key for experiment six. The num- 
ber of ;-ointB ore lit 'iron for eaoh ma- 
v/er is indiouted to the loft of tha qaes- 
tlon in braokets. 



1. By oxon nd wa^jons. 

£;. Too slo^ and laborious. 

o. Too make travel .nd oont erce easier, 

4. (One point for e^oh e a.al oorreotly locnted 

on the IB tp, ) 

o. 3 3£0 1840 

G, irie 

7. 1H3 7 

B. 18E6 

•j, A -nl Is '^i \'';Ht9r w-iy for boats clug by people. 

3 0. Helps (a) ciommoroe, (b) trade, ivrid (o) travel 
.nd (d) buildo up oouritrj?. 

11. jlOmOO. 

1£. -^ .30 



l.v. Biiffalo, lookport. Hoc ester, Troy, Jtioa or 
Syraaucje. 

14, A look is i vl'ita in a oariil -^iloh holds back 
water, (1); so that boats cin ?*o up or down 
hill. (1) 



(£) 15. It is OT)or,>ted by gates (l) vhiah open y^nd ;^hut 
lotting wnier flow if, to ipirtmentB be! or rfiiB- 
ing the level of ihe watnr and *'lth it the dtiip,{l) 



140 



(1) 16, Hailroada decs.eased *vh« aaa of canals by 
shipping goods cheaper. 

(1) 17. One fifth s?o re. 

(1) 18. It has lnsr«a8ad the building of oanale. 

(1) 19. iret barge cuna In Sew York. 

(3) 20. (a) water highwajra (b) fevold obstaolas 
(o) Panama o^n^*l oonneotlng ooe-^ns. 

(1) £1. :>hort8n rottte from New York to San Franolaoo. 

(5) l^. (One for e^oh aorreotly looated. ) 

(1) L3. One fifth less. 



(f) £4. (h) L'lkes to Salf (b) Likas to 5t. lawranoe 
river to A tl in tic. 



In quostion 1© one point waa given If papll 
gave any one or all of the f^xir a, b, o, d. 

In questions 14 and 15 one point for each part 
of tho -xnssvGr was glran na indloated by the figures (1) 
in brncketB. 

T'r!2 HiSS'JITS. The r esults of experiment siK 

are glTon in toble f Q^jy^^gn^ 





















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142 



An 9xarain^iti on of tiibla fourtosn aho^^-s that 
tha filrn-tfil-s -;;roip B rs-.'i tha hl,3h3r zaova or; the qu«8- 
tion, PiHp, y-nd total aocres in the ssTsnth grade, This 
aitui^tioij is ra^era'-Jd in the eigath j^rade ^-^hsrs tha film 
group A laude tho bi^^'^er ^3o -e In the ea^atlon test and 
total soor«« 

?ha cJiixor>'?rj30 'betHQen the groups in tho aeven- 
oh t^ruue irf greuta? than tha dl ixorence batrroec the olj^hth 
gr&'3« i'roiipo. In tihs rnap s3Dr« th * sevsnth ^ra;i« ?iroup B 
ia over tv^o t5.!;u3>3 highur than tha flla group A, an^ twioe 
aa high as th« tsaoras aia<5a by tha tro eighLh ^r&de groiips* 
The tRo jl-jjhtb grn.'a /^roupa nada t,ho aase acoro iu th« 
iB'jp vi'orl'.., 

Ths rtssajvis of the ori.3lri.'il t«jjt in esp«r!lfs<?iit 
si^ at lt'':.et yhoi thut tH<j jaathod ol" talking ?!rhile tl5.« 
fllas Tfcvs riruM'e or fhiio it v-is .etopptiS v.'&s a big advan- 
tage to tho sover.th ^Tuiavsi an . not so groat a il8V-3vantagt 
to Iho oi^hth ->i"iuOi-^, 

Th-3 ffiG-3or,y tsat 3oor-;s lr.:,i<3?*5s that, tho eighth 
Sr^-^6 ^i'O'-ips were -jUq to resale l-sas of the isfitorial tl^n 
the sorenth graders In terERs of the reaiiual soore in groups 
B tin-i tho psrsect ji 3 5ys i'or all groaps* In map work the 
filE groupa resl^Susl s?ort» 1b .11 poiate --r 19,6 peroent 
higher th&ii thfi film-talk ,y-roup in grade eight. The r:«Bioxy 
saore made hj graje sevaa In Tip s'ork ahovts a galB of 77« 
for graap A anl ko losss 



143 



for group ."»• The aoVanth grade sroups either, \^6re 
more Interested in the experiment and ware rnotiv-iteil 
to oheok up their vi'ork, or were giren aorae isHterliil on 
oarala in ciasa «ork daring the Interim. Sit her fac- 
tor would aoooont 'ilso for the lower memory loss in 
the seventh grade as oouipj.red with the eighth grade. The 
differences in poroents of loss between the groaps 
would indio&te that the introduction of oral mater- 
i'il lessened the permanensy of the impresBion* 

i Qureful -^nalyais of the an8»?ers hy ques- 
tions for eaoh ^roip f'-llei l ) rore^l • ny interesting 
fnits whioh would thror fid iitlon- 1 ll-;ht on the re- 
salts horein txbulat<9d. 



144 



i&pe rime nt ?• 

^OBLsai, Th« aoausaolatlon of data from 
th« first six axperlm«nta 3 hvo avidenoe that tl» film 
8lttt?ition was not as effectiVQ /^s the t«aoher aitaa- 
tlon In t»:i3hlns map vjork. Sxperlnant seven «^as or- 
ganlaod for the purpose of ^> owing whether or not the 
single projection of a film oontainlng a alv-rt differ- 
ent frcwa sny nap herein reported would be more effeot- 
ire than the teaoher situation in te'iching the a?iroe In- 
fora^ition. 

DSSaHIPTIOB 0? tas SCPSRIK&IJT. (1) aabjeots 
The aabjeots Belested for experiment a&r&n 

were the ^oronth an3 oLfihth ?jrade groups and D in tbe 

Ihornbum echool, 

f£) l?opi3 . The film selected for ©xperl- 
®«Bt seven was entitled, "Waste i^iswosal in 31 ties-** 
fhie filns on sanltition was oonyidereS one of the test 
produoed by the Soolety for \risaai Sducation. The 
charts in tho fllia were the snissated s^irtoon type illas- 



146 



tratifij the proseea of waste HapoeJ fter th« pro* 
3es3 !^d b«en dassrlbed vlth aotti>\l piotorfis* la other 
5r"srd8 th03« aharta aataa'^rissa the first h-*lf of th« film. 

The writer copier's the oharts airaot frois the 
filET h^- throwing the film frame loairei thr^i the projo^i^. 
or § a^'O • 1 irge s^!t© oard honrd, 

(3) Preaortt-ition of the tor-io* On lorambsr 
iiOth, 19£1 groap 3, seventh /^ra^e, «He as. ornblaa in the 
geogr^iphjf class roos «^htoh wus ased for the projection 
rooia. (oee above F>i^e |2.*1 •) T>^e following inetruotions 
^ere then j^iren to the srroap; 



"Today you vs-ill loirn something 
of tho story of wxsta disTios-'Ja In 
our cities, Fir-^t I '^.ra golrg to roifl 
1 latter t > you srltten by the r-nn «ho 
amde the filE, ?--ij atriot -ittention 
to evor^thin:^ y ni eoe ana hear for ^oa 
»ill ^e ^Iven -■. tost at tha end of the 
period to 11 nd oat what yoa hive loamaa.^ 



TH® firiter than road t^.e following lettar; 






i>ear CJhildren: 

long *igo ?i^^hen oeoplo lived far 
from one anot^or, tha prol>larr. of dlsr.)©- 

in$ of waataa '^jelonsad to euoh fi.csil^-, &s 
it still does tG oaantry sjactiona. But 

riov; t'>-:vt wa l!vi5 in alosely oattlad to?/RS 



146 



and cltiQs, It nitarally follow a that 
the town or city must t&ke oara of tha 
wuBtes* 

In the piotaro today I shall 
show yoa how this Is dona, You will 
sae how tho waotea from yoar hoasos .re 
carried av?a^ thru big sevi^ers and dis- 
posed of by the oity, In&glna what &n 
ttndertuklna It is to diapoaa of isllllons 
of gallons of eewaga eT©ry d&yj Oitias 
do thio in difforent ways. If yoar own 
olty is on the saaooast, the savage is 
prohahly tamed into the oconn. If yoti 
live on a lako or rlvor, the sewage nay 
ho turried Into the water directly, or 
it may he parlflod firsts 

Sawaga disposal is one of the 
t^ inrTS v'hicjh your 3ity ,?»overnnierit does 
for yoa, and just one of the nuny "ays 
in vyhloh year aity la giving you the 
hast oh^ince to ^row up healthy and hap- 
py. The ohil'iren in the picture v-loh 
that you could aoo tho eautiful atra am 
^h9re the purification of their city's 
aawaga is oompletocl, aid catch isome 
fish and tadpoles vpith them. t'hay ;!oin 
Bta in sending love to you. 

0. K» Turner, 

l^Sisachusetts Institute of Technology. 

After tiie letter was finished the film \'ra.& sh xvn 
to group for t.velve minutes. 2^ie film outliac h; captions 
f ollowfe : 



147 



S H L F I I. I^ J> 
WASTii; DI3I'QSAJ. IK 01X1.^3 

Prodaoed by 

Society for Visual Education, Ina. 
Ohiaago, Illinois 

Arranrred and direoted by O.ii, I'umer, 
J&ssaohusetts Institute of TeGhnology, 



Foreword; 

The purpoae of tho reel on the disposal of waste 
frora cltiaa is to point out the various origins of waste 
material, the v/ay in v;hioh it is oolleoted, and th© two 
satiaf-ictor.y nothods of its disposal. Both employ natural 
agenoies; tiia firat, tha tidas of tho saa; and the seoondi 
bacteria. 

(Note. The Illuo-urations 
are talc an direct frora the 
film. ) 

Outline of , Content a 

iTitles underlinoa; 

Vi'aste cprnoa fron the housa 
A pioturo of a typical houue. 

Zrom the sink, waahho^A'l. water- c loset^ bathtuh^ refrir^^er^ - 
tor , lind washt ub 



An ax'ohiteot's drawing of a houee in cross-section, 

ing how the planbino is installed. (Soe chart one copied 

from the film, page ) 

It flovv's t o the street sewer 

A picture of a street and three buildings taken from above, 
follov.Qd hy a diagram ahov;ing the house cewurs entering the 
street. (Soo chart S. ) 

Fro m st re et sowars to colleating sawor 

A picture of a saction of the Boston shore front, followed 
by a diagram showing the Btrcjot s&nqtb running into the 
Intercepting sewer. ( See chart 3 page ) 

BoBton sewage is collected in tanks at Moon Island... 

A panorama of the collecting tanks and gate house «t Moon 
Island. 




148 



The tanks and gate house 
at Moon Island 

ana stored imtil the tide begins to go out, v.hen It 

IS aisGn--^r3ecr 

A picture of the outlet pipe through v;hlch the sewaga begins 
to flow, pouring out in a torrent which the eye can follow 
far out into the bay. 




The aev/at'e going out 
with the tide. 

The Pity of Brookton is not near the v/ater 

Its sov/age, therefore, must first flo w down to a pumping 

A picture looking down on the pumping station, vvhloh is at 
the lov^est point in the city. 

Hjectrie pumpa send it three miles beyond the city to a 
purl float ion plant ~" ~~' 

The electric pumps in action, 

. ..» throur^h a Rreat pipe 

A section of the se%'er pipe, showing its sise by allov/lng 
a little girl and her father to enter the picture. 

There it is sprayed upon a triokling filter 



A picture of the trickling filter, or rook filter. 



149 




Tha rook filter showing 
sprays in aotlon 

The rooks are oovereci with a layer of taotaria v/hioh . 
xurif.y tho sewai^ie Uy oonvertln« the aarmral organlo matter 
into harmless minerals 

One of the rooks is ploked up from the filter anol it is 
seen to be aoverad with a glistening ooating of organisms. 




The rook oovered with 
a ooat of bacteria 

Ihen the solids "settle oat" in a big tank 

The picture swings from the filter to the big settling tank. 

Then the sev/a^^e flows upon sand beds 

Several of the one acre beds are shown. 




Sewage flowing on a 
sand bed 

The sand -grains, too^ accumulate a ooating of bacteria 

Some sand is picked up from the filter bed and brought up for 
closer inspection. 



150 



The bacterid T iiiy "be •:vcishe d off and seen throu^'^i the 
al ' Ji ' ost roiTq " ■ ■ — 

A olose-up pictiire sho".'?s tho v^ashing of the sand, the 
staining of the baoterla in the wash water, and the pioture 
of the haoterla themselves. 




The niorosoopio plotare 
of the bacteria 

This is hew the swage flovys onto a sand bed 

The dosing of a bed v-hlch htis been rested is shown 

The sewaf^e Is ^/ell purified whan it ■3 ones throa.^h the sand 
beds 



The pirtially purified sewage effluent is seen coming frora 
the iiirse under drain of a sand bed. 

Contrast this effluent with the untreatod sev?aga 

Jar of untreated aewige beside j'ar of purified sewage. 

The process you have seen v>'ill nov? be reviawd and 

explained b^ a diagram 

Animated diagram of the whole prooess of purifioation. 

(See Gbart 4 page } 

It is olear^ but oontalns some dissolved material . 

The flooring crater in the effluent drain is sho^m to be olear. 
The bottom over which the effluent is flowing may be ol early 
seen. 

The i^rains flo;T into a little brook 
The brook into \vhioh the devvage flov/s 



151 



iSfmm^.'s\ii ■- 'S-'T».H 




jS^^^^S^^' 



riiG brook 

Where the aralna oomo in, there are roany baoterla to feed 
upon the nearly puriiiea seviral^9~ --————_— 

A close-up of the oollootion of water from the brook near 
the effluent drain. Some of the water ia put under the 
miorosoope and living bacteria are seen. 

Below this point thore are single-celled animals to eat 
the bacteria 

Some distanoe down the stream the little girl and the 
baoteriolo.^ist are shown collecting a sample. A close-up 
shoves the completion of this task and the material is put 
under the microscope. There follows a raicroacopic picture 
of the protozoon Oarchesium feeding upon the baoteris. 
(See chart 5, left side, page ) 

Farther down are "miter fleas'' v/hich feod on these 

Still farther down the stream the bacteriologist i^ seen 
and in a close-up the little girl is shovn how "v/ater fleas" 
may be seen through the microscope in water taken from the 
brook. The "water fleaa" are shown on the screen. 

Still farther dovn tha stream are minnows to eat the "water 
fleas " 

Here a boy is seen fishing. A olose-up shows him catching 

mirino^'s. 




fhe minnow, the boy and 
the girl 

grogs and tadpoles 

The baoteriolof^ist and the little girl examine a frog and a 
tadpole which the boy oatohes for them at the edge of the 
water. 



152 

The biggest oatoh vj^is a trout 

The boy proudly exhibits a trout which he has oaught 

And a .fev. milos below purification is ooniplatQ 

A picture of the purified stream. 

Acknowledgment and thanks for their valuable 
cooperation in the oonstruction of this film are 
given to the Jeprirtmant of Public Works, Sav/er 
Division, of the Oity of Boston; and to the Oity 
Ohemist and mQrnbers of the Sewer Uepartraent of the 
Oity of Brockton, Jfcaa. 



153 



At the oloae of the Inttriiotion period tbe 
pttplle '^f^re Qiren g te^st. 

Orou|> B, seventh grade, foilowm* group to 
tte s«9grap]^ olasB-rooia. I'he folXowing in»truo%ioas 
w«r« then read to the group; 



"To&ay jTou will Iwsm something of 
the story of «i5Rt<» diBpoB&l In our oitlos* 
J irist, .T tm tiolDj^ to r>>&d. f Irttcr tv yoM 
written by th<» man who orgsnised thia 
uiateriel. I'?5v jitrlat sttcnt :.;ri tr. ernry 
thing you e«e and h^Hr for you tfill be 
i£;3.ven a t«sl: nt tl.e end of the period to 
find oat wbat you hitYo learned"* 



The Yfr5.ter then re£i<i tm 3ett«^ rhowu. abov©, 



154 



A» Boon sa the "lettor"* was finished the 
writer hung fire charts on the front hlaokhoard. fhese 
charts had been copied frora t^e fllns by projeotlng •?- 
frame of the filFi on to s Isrge sheet of oard board 
£4x30 Inches or ^ich the writer traced- the chart or 
diagram, 

fhe writer lectured v't^e class for t«?©lT« 
ralnutes referi'lRg to the charts at the olnts in hi® 
leotare v^hero It eaa neaeesHry. ?he outline of the 
leoture followljag the fllra by captions Is given belowt- 

"Wnste Disposal in 01 ties.** 
(film captions on'^orlined) 



A. tJaste gjnoa fror! the hgii^ae . l^ofer c>!ll3ren ■ 
io typloHl house b,y illustrs 1 1 on. 

3. FTom the sink, waahhowl^ TVfttar-olOaet. bath- 
tub > refrigarxtor._a>3 y"- ah tab . Refer 

ohlldren to ^hart (1). 

■J • It flows to the s-'traet sev^or. Ilia .-. '.x-le 

by aalllr.,;; fittor«tlon of pupils to atreete out- 
side ivlndovj'a ®hero the ^erer pipes run unfier 



ground. 41so refer to chart 



Pipe: 



D, FroTT, Btrrjut soA-erg to aol3 opting smiisT , 

dnll attention of ohliaren to f&ct that the 
SJsall aav^ors eapty into ^i liirge raaln sewer 
aanning down the miin street ixi ^ oity. Hefer 
to aharts E and 2. 

'^* Boston sewa.-^e is o jllaat^a in t.^iaks ^t Moon 
Isltiiid . Point out to children the fact that 

cjitles on se.^i 30i;3t O'm oollejst the 8@v/; ge in 



155 



large tanks fey the sea or ooeas, tanks larger 
thas tbe olasa room or buil(3ir»g« 

^« — - ^^-nd atored until tho tida goes oat >vhen 
It is git^ohxiTKein ^plain briefly ths 

aotlona of the tide aiid how gates In the t-infcs 
c&n open 'vhen the tido sees out takizig Ihe se- 
wage with it far oat to sea* 

S, Iha ait J of Brooton is not near the water . 

Oitles --nd towns v^'hiah !.re llfee (Jrbana not near 
a lar^;@ rlriir, like or ooean isiist use some other 
roeans of r^ste dlapogal. 

H. Its aea-g.-To. thereforo. maat flr^it flow go^n to 
-^ , , Plf?jPl^^3 stfition, iixplain hov: aewn.je oomes 
froK riaui-^a thri street aev^er to oollootln,'^' aewer 
to pamping station. 

I. i:3e^t.rJo f)iL^;::P3 sand It thrae rnllas bej^-ona the 

olt^ to ix pariliJu-.l0E plunt — • Ask the 

piipils hovv n5any hs^vo saer; eleo-vrlo paops ( 3how 
of hcvfids). ^'oacrlbo their ictioc iin6 size* 

J, t'-iru a jgro>:^t Pipe . Illustrate elae of 

pipe by hoi '51 r^ hand from flo-?r. Plpo runs on 
top of lh9 ground, or a.y rur. under the grouiid. 

K» Ta9T3 it l3 tior.rvod on a triokJin?? filter. 
iJosorlbo aajoe and refer to oh^.rt (4). ~ 

I. ?he rooks =.re coyai-ed rt th u l::yer of baotoria 
whloh parify the iim:^..;® hy 3.)nvort{1a^ the h-rFi ^ 
fttl or^ania natter into ■.annleas mlnerqa . 
Aefc chil U*en If ihey kno%' v/r^;t bac;t«rla nre 
(shO¥ of hunda). iacplc.ln, Jhos that rooks 
are k^lse of fiat or double fist and look bro\sn 
or black rifch a glistening ooat of jelly like 
substanoe fall of bacteria. 

^* f»Qn tho aoaida "aettlQ out*' in s. bia: tiink . 
Hefer to ohart (4). ^ "" 

^" t'hep the S8\n. :q flowa aeon sand beds . T?.e one 
?iore beds jxre aa.joribad. refer to 3h>iirt (4)* 



156 



0, Tha 3^:Kd :jr^ir5J too nLoaumalMte a 3oatln>^ of 
buotorla/ rlgplaln thut the g'^^^gie proaegs 
goes on in the aarid bela aa iu the rock beds. 
Hafer to ohi-rt (4). 

{Kote tho next roar O'-iptions and platiireti Iri 
tha film (see filn outline) were not ahovn '.he 
film group fUTKl t,his material was not toiohed 
upon in the leoture). 

Bm The prop 9- s joa have Juat aeen v ill now be 
reviai-ajd -^nd exvjl-inad'bi a iing^rum * Hefar 
to ahirta 3 -iiid 4 'rlafly. (Uoia: Filra spent 
ti^o minutes on thi^ reviev/ fe/ oh".rts. Lootaro 
took one h^i If minute to dlow for roferenoa to 
chart 4 in M, If, 0, v, and K). 

Q.« It ia ole-^r bat oontai.' s oome dia^iolvod pyiterial . 
Kef or to ihart (4), 

H. Vha driins flo^^ into -. little 1:^00^. 
Hefer to ohart (4). 

3» v.hore the dr.tiris ajrna in uhere -:re ri'-.n^ b-aotoria 
to foot ufion the tie -rly parifioJ g>tnv ..^e . 
axpl iin th'it prooGsis?. ijoes on it brooks. i^-iC t; o r i i 
drivrn on boird, 

X. '>el07: this point there ure uini^le aelled unimuls 
to gnt the bnoteria . 

:<of(ir to ahax't 5 loit half, 

U. l^-irt'MQr down are "v-ater floas" '• jch feed on theo el 
Hefer to ohart 5 right aide. 

?, atlll fa.thor doxvn the atranin are CiinnovTa to eat 
the "^:at9r flo a8" T 
iispluin and aontinaa ator/-. 

^» ^ro;!3 i^nd ta,a ]K)les , 

X« rhe bi? ^ ^-;o3t au.toh vi?a3 a trout , 

X. And a few alloa boloy» purifisation is oompleto . 
Oonolaslon of Sitorjm 



157 



fhla outlin* of the laoture was fashioned 
after the film outline to sake t»j« two paraliel aaoh 
other as olosely ae possible. The film ??s8 timed sap- 
tlon by caption and scene by scene by a stop watah In 
or^er to determine the exaot amount of eaphaelB plaoed 
on e -oh item. This serred as a baeie for the org3ni«si- 
tion of the iec ure in terms of t're araount of tinje to 
be spent on each item. 

!Che following photographs ^ere nsde directly 
fruffi the five ohartd used by the writer in te?'.ohing the 
oral-ohart ^roape in experiffient seven* These oh&rts 
were oopled dire Jtl^ fro® t^ film, a deaaription of 
each ohart aacompaniss it. The reader Bhould aomi^re 
these ah^irts with the traaln^s shown on pa^es/lg-Z^/ « 



• 



158 




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,1 ''^ O G 



163 



Groups V and ]> of the eighth gr^de Thorn- 
buns school recsired their Instruatlon on the after- 
noon of Sovember 30th, 1911. Sroiip 3 was the film 
group, 3roap U was the oi^l-<shart groip. The Iri- 
strttction for e.«iOh groap was jn axaot duplloation of 
that given to groups w and ^ of the seventh grade. 

^^^ ?''i9 testa . Igr>edi&tel7 after eaoh 

period of instraotlon tho foar groups «fero tested by 
n. mlraeo^r'iphed three fold eat prepared by the p^riter's 
aaeistanta, ?h« writer h^id not soon the test previous 
to his le^t-ars. Before HdmlnlBterlng the tests the 
writer's iSi-lstanta read the follosring Instructions to 
eaoh .^^roup. 



"First v?rite your nntre^ ^rside, 
and home teach ar on every sh et yoa 
use. 7hQn unewar the que^tlona ^aat 
as rtpidly ind as "a ell hs you can. 
Put ybar ansv^er in tho blank, spaces 
provided, Yoa win all be given tlffO 
to Xiniah. ■■hen yoa ura thra with 
your test t\xm the sheet ovor on your 
desk,** 



rihes this t03t was finished each i.^pll wna 
given i blank rlese of paper for h spontaneous composi- 
tion test, i'he instraatiaas given for this test follow; 



164 



"?l£6t writ« your bsib*, grade, 
aad hoiM t«eoli«r on this slieet of 
pep«r. When that i& doiu» write all 
jToa cai^ resie&bar of the story of 
vVsste Di&pcsal In our Qitiea. ?au 
■^li ba girsa tl;sg to fiaiak, ,lien you 
arc throt^h "yitsh ^T^iir cGEii,.-osi.t.ioiie 
fold thd two sibaete together through 
ib© aidt?ie and IjjriGg them &o the dfeafc", 

Shia test ealied fo? axLswsrs to quest ioas« 
reproduotioss of charts, end a eosspoisition. &aoe, it 
is oalJLed a threo-foXd test* Ihe ooopositlons proved 
to he of littl<5 velno heosnse they ^ere ^ra-itten after 
the p'Q)ilB had refreahed their aeaory by aitewerlng the 
qaestione* 2he oo^osition test ahould have oo£»e first. 
The papers t/ere soored twJLce, The seooud ueoring.iserTlns 
•0 a oheGk on the first,waa done hy n eeoond assistant 
ten weeloi after the first eoorlnij f?as completed. 

She oompoeition test v&b scored in terms of 
the nuriber of correct ideas reproduced. One point ms.& 
glTea for each itea. In order to secure unif orraity of 
Judgment am to vhat were correct ideas the writer trala- 
ed an assisi^ant specially pioHied for this work vrho moored 
all the compositions throughout and followed her own 
standard* ihese scores mire oheidBed hy the writer an& 
thia sAvm aaiiistant twelve svoeke later* 

'^he questions used in esperimeiit seven and 
the answer l^ey follow:- 



165 



!• From what plaaes in the hoaae Iqqs the v xs^-e oomet 

£• \ her« does It flow to frora the hoase? 

S, vhero does it iTO to rext? 

4* Soston a«wage le oolleoied in ? it Moon Islfiiid* 

£)• v.hen 18 this go13 acted sewage disoharg«d? 

6* Ho^ does the Jlty of Brookton iifier from Boston? 



7. ^ihera gsiiat the sewage of the olty of 3rockton first 
flov to? 

3. B^- what means is the oewi^e of the city of Brockton 
sent aw ;y? 



$, her© is t.his sewago aent to? 
10, Vhero it is sprayed upon a 



11. Hov: ia the hsirmfal or,pinio natter Qonv-:r%ai into 
ha rale SB minerals? 

ir., flow do the rocka v^hiah are oovareti with these or- 
ganisms look? 



IS. here do tha solids aettia out? 
14. fhen the sawage flows ■■ifon ^ 
15# hat happens here? 



166 



16, How do 98 the sownge 10ok when it leaves here? 

17, VVhnt does it t^till oontsin? 

18, The selvage finally flows into a . 

19, Here it la further purified by « 
£0. These are b y single oelled inlmula. 
£1» f'hat feed on these? 

22. These in tarn are eaten by which the boy oatohes. 



£3. Wskkt R aiagr«ira on the baak of this sheet sho^/ing how 
dishwater paared into the Ui'^ohea sink v^oald go from 
plaoe to pi'iae until it reaohea the ooean* (Boatonl 

£4, Show in another di&;:r^^Tn hos? waste oon'nji from ;;n in- 

Isind C3it,7 hone foald 50 until it re'ijhQS its deatination. 



fbe point valao of o jh qaostion 
Is placed opposito the question In brac- 
kets. In oasatlon o.e, on© point vas 
gir«} for e'lch Item ©numerited. 

(6) 1. -ilnl:. v7-;.sn borl, •- ter cloSGt, P' -th tub, bath 
tub, relriger'itor, 

(1) t. To the hoasd aev?er. 

(1) 3. io th© street sewer. 

( 1 ) 4, In tanka, 

(1) o. vvhon th3 tide goes out. 

(1) 6, It Is m Inl'ind ^Ity, or 

It is not oc the 8e?i (or ooean) 

(3 ) 7. To the punspins station, or 

To the lor^e oollestln^ sewer. 

(3)0. B^ a panjp, or In ]ar5« plp«s. or by maohln<=»ry. 

(1) 'J* To i purifioatlon e.tation.or u purifij?iag plant, 
or plaoe whero It is pari fled. 

(1) 10. A broken rook bed, or rook bad. 

(1) 11. B^ tho aatlon of b jtarl'- , or Bacteria foe;l 
on it, or. By baateria. 

(1) IL. Brown and sllnay, or blaak and dirty, or a 

coutlng of ^elly like aubstnnoe. (note: In the 
film :i;roap a nambar aid thoy "looked lliie a plocjo 
of co-il," no gredit given.) 

(3) IS, Ir; the settlin;^ tank. • 

(1) 14. » iiid beds. 

(1) 15. Pari fled i^r\. er, or p irli icatlon iamo^t aom- 
plet^a, or baoteria aontinue to purifjF It. 



168 



(1) !&• Olaar, or like pai"® ^^ter. 

(1) 17, Bsateria, or 5iasolT«d sifter iail, 

( 1 ) 1 8» 4 stream* 

(1) 19. Ea3terS?t» 

(1) £0« i^aten. 

(2) £1. ^^ater fle>s, or Esfimowfi* 

{1) ££. Minnows, or lar^e figh* 

Kote, In pro>i«5jfi £5 and £4 on© point 
WG8 given for aaoh Itam eorreatli' tir&Qoa or 
drawn .Thethar Ifibl© : or na't. Ix ihe aorrsat 
d«qa«&<}« -^is brofcen or tr;T«rl@a or 3h«,.ri..;0d h-j 
an izi@«rtlon thd iztoorr<»ct portion '&'%a not 
soorod ^m-? points wore givaH~ToFTh<j ronaln - 
ln3 Qorroot parts of the sequanj®, Xh@ !to^3 
llstdd bslaw w«r« -ill if th«® sbotfsn in '^< ^i'i* 
grass or ctert by at longt oi3« pupil. Jaish 
itsffi aaJ3«fit«<S followgj- 

l9) 23. 31r;fe, vent plpo, 3le\n3at, haas© sewar, Btr«Jot 
sewer, s^alR 8e«^ar, oolleoiln-' ss^jer, t-^nks, 
gat«s, .ni Or3«»iu* 

(£6) £4* aink, vmit pips, <jl®fvjioat, house »m?er, strssst 
s©w«r, smlB sd^er, c oil eating 8«s;®r, 8l©^«, 
^sp, pJirsp hottsa, pip« to roak fe®d, aprlnkiere, 
ssaps thra, alear cewajo, pip© to -^ai;tllr«g tank, 
settliRg wAuk, pipe to Sirid V-el, sf^na bad, oa^pa 
thru, Htrs&m, fcaatiarl'a, aM-oellalar ^mlrmlu^ 
w^ater fl8iis, minnows, flah, &nA wi,t@r oarlfle^, 
lloto. Thsde pupils two Ie tfe© or:.l =;roa.p# und 
ssa In the tilfs group shores fls?5 being saaght* 
So credit girsc. ) 

(5Sj Jors'biothsi p08sil>i« soor® for ahsrt profelass. . 



■W^jP^ 



u^..) Total possiljle @aora in teat« ^^ ^^^ ^j^ ''ssore** 



The laaraory test w-x& exactly Ilka th© ori- 
ginal tfiBt, oxoonl the **o apposition" vshb not Includel, 
The aomory test waa glTQia Deoembar Elst, 1911 thrao 
waaScs -/iftor the origirisil test. 

The /our groaps which were to take the 'mem- 
ory teat wero isssmbled In the aasemhly room and were 
given the follo<.=^lng Instniations. 



"ioa all ryno!B'5>Q2* tho story of 
vv«8te Mspoaals in cities whioh jovl 
rnxv in tne film or hftar^l rae tell ^o 
you not? (Oive ohtnae to ariBwer, 
*' yea ")> Today I ari goin,? to give 
you ci test to fiiid oat how much yoa 
remenber of thst etory. i\it your 
riime, grndo ana homo toaohor at the 
top of your tsheot of qaestians then 
anss^er na ra'tn^' qaeations ViS you oari, " 



The memory teat nepers wore scored in the 
sane pinner as the original to£ts« 

RfiSOITS. i^Eperlfsent Sevan pros^ed to be 

the m St satisfactory, from the stundpoint of its ad- 
TOinletrfttiofi, of the ex erisjents aiscajsaafi to thle 
point. The interest of the paiils in the topio *as 
very keen and the "chart prohle'TJa" called for " o itr;- 
plete reprodaotlor. of the ts^o Rsethoas of W'sste dis- 
posatl by eaoh fjapil, reviroduotiona is-Moh oould h® 
easily tjcorea. ^^® oha.f fe .<?robX«aia vw^e ssi^qaiaatie.! 
pXaee testa. 





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171 



A oomparison of th.o average aaores for each 
group in the original test shows that the oral-chart 
groap B waa superior in each item of the three fold 
teat, this relationship holding for each grade. The 
seventh grade oral-chart group was avan sli.'^htly sup- 
erior to the eighth grade film group in both the Ques- 
tion and chart teste. 

Table fifteen shows the seventh grade oral- 
chart group D to be higher than the film group by 
1.08 points or 7.0 percent in the question test, by E.OO 
points or 19.0 percent in the chart test, by .62 points 
or 3,£ percent in the composition test and by i5.60 points 
or 8.6 percent in the total score. The eighth grfde 
oral -chart group i) likewise is higher than the film group 
G by 1,03 points or 6.3 percent in the question test, by 
3.53 points or 29,6 percent in the chart test, by 3,94 
points or 13.8 percent in the composition tost and by 
8.50 points or 17.2 percent in the total score. 

The most significant difference is manifest 
between the scores made by the two groups In the chart 
work. In the seventh grade the oral-chart group made a 
score 19,^ higher than the film group. In the eighth 
grade this difference is even more striking for the 

oral-chart group made a score £9^ higher than the film 
group. 

The average question soores ahoiv a superiority 
of 7.04;S for the seventh grade oral-chart groups and 6.30^ 



172 



for the eighth s|;^.3e or^il-ohart ^roiip. Ahlle tbla dif- 
feranod Is not &s grt^at as that maKif«@t in th® ob&rt 
gcore It shov s that the general Information oonoamlag 
wasste disposals In aitles oallad for in tHa qaastiariS 
was Bot under •mphasiaed in th« Isaturo, 

The oornpoalfcion tssts also show a Buporior- 
it./ for the oral-oh^^rt groups but 3ina„« th© composi- 
tions ?;sro written aft^r tha Ji'ieatlon test had heen som- 
pl3t«a thsy do not represent a spontmieoas report on the 
p5.rt of the sabjocts. 

The pfittori' tost scjoros In the aorenth grade 
show the peroent of loss for the filia jroap to bo lower 
than thftt of the oml-ohart group 1b tha question teat 
and shhTt tot:!. In fiat the rc»8l'ia^>3 a.jor-? 5f the film 
group in the qu'sotiou tast is .16 points or 1»17 higfe«r 
than the oral-ohart group. In the chart toat th@ oral- 
chart group i3 higher 'oj 1.44 points or 14,5 percent. 

in tha eighth ?"rade the resifiual saore vm&® h^ 
tha oral-ohart gro^ip in the question te®t is higher than 
th« fils qroMji h^ .68 pointa or. 4, 87 psroout. fhis is th« 
rarsrse of th^ gltuaMon lii lliti sevsnth grade axoept for 
the faot that the peroorit of losa In. both gradaa for tha 
qaeetion ajat«rlal is lov=er In th© film groap. In 
r®8l(la&l ohmrt soor© 



173 



the oral^ehart £f?cap id 4»ia higlaer thJin th^ filBi 
group whiah i>#prca«sts a Xobs of 1? percent for the 
orel'-ehart groop &zkI £6 peroeiit for t^ fiXs grou^« 
Out of foor osses where the peroents of loss ^ere 
eoBBypered the latter is tbe olUiy insteaoe where the 
flla group did 2iot re<»ll « larger peroent of tbs 
jBaterlal irhioh th^ reeelied la the first t^Bt tbsa 
the ore2-ehsirt group. 

Ten pupils werft selected at rsndoEs from the 
seventh and eif^th gradee and rerr fdlve« the test 
ueed in exi^erlisect ee'^a* fheee pupils had reeelTed 
mi direct inetrootiois on the tople ^ste tdepoaai 
la Citlefs, The avsrsgc «OGre wsd^i ib^r the jsrroup in 
eeoh Item of the test in && follows;* 



Group Grade ATer&ge -^ver^se Are* jirerage Averc^e 

age TntelllK-eace J.Q, quf>8tl?B ohart 

test aeore sooro aeoac^ 



lea 7th 

unitt- 

etruct- 3a 13,4 87.89 106. S 1.30 

ed 

pufdls 8th 



'■<■*% fliid that the avei^f^if aeeres iBude hy the tea 
pu^;ils In the <|ueBtioo test its .8 of one pereesit of the 
average score ae4e hy sil the pupils t&fein^ the test in 

earner iiseuf sarea and .S of one ^ro--at o£ all the puplle 
taking the chart test in ©xperiiaesit meresim 



174 



Tt^ test U8©5 in eiiiperiruent eeves o&lie3 tfof la&tertal 
a»d iaforsmtion whioh wa» for th© Bio«t pert without th© 
e3^.'erie&ae of tho^e j?3;>ils ?^>io bsd not reft©lv«<l di^©at imtrost'- 
ion on %h& topio. 

An e-sB&ln&tl&n of '^l^ ra&po£2Ss@ to the ehstirt px'dbleas 
in acxpsrimant aevsn shows tl^at %1-mvn is a aeeidod iaok of 
tmll^ tn th^ 7espdns9s r^oorddd b^ tho f Hjb groaps* For 
«3EB&ple, t'm writer tabulated tlis :eeepoaa«e ©ade 1^ th<s pttpile 
asooroLing to the tjrpae oi? ^sri^OT menifest In e&oSi response. 
It was found that ail the errors mftde ^ bota groapa in anav^r 
to prol>l«Ji 23, ths Boston sehorg© of -jy^^gte di'aposttl, aouiii fee 
ciaeaifisd tmaor seven he»ding»« Tbo errors jua^ h^ l?otli 
groups in answnir to urobiero 24, the B«'<iaktor4 ^ohetm of waste 
dispoBal, '^©re fo'ond to dllBtributo tiaamselves uMer tea 

'ihm foxlowisig scnemee repre«$elait the cl»gisiifiosiiio2a@ 
of the %ji-®t& of errors Gtjrafiiiistetl is;^ th« tsuujeijta ta exp.ari- 
n)«iit seven. 



Bodton scshemfs. 



£3, l&;£ia 'J aia^ram on the baok of this sheet 
eho«*ing how diah w^^itar poured Into the kitchen slrik 
woalcl go f r -» pl«4a© to plaoe antil It rsaahos the oaevin. 



vJlasslfioatlon of erx^ors made by 
pupils tnerering qiostlon £S» 



T,; pe one. i:.ipil omltteil part of .sequent 1^1 Itanuj. 

(?Tote. ..eery pupil In the exn rl-iignt oraitted ; *--rt of 

8i0h dia.jran! henoe nil 'sipars 'will bs olriSolfiod under 
tjc© on«» ) 

Tj^'pe t??o . -lipll ahowed chart one )nl>- , via the 
hoa»»a anA hoaae eo^'or t > atroet sewer. 

T,/oe three . i?apil's diagram ourfttaa t . 
!5oon IsiHRfl. 

Itj ' e foar . r'apil'a diagram whs disaoniiQCtecl. 
That i'a, the oiafJl traced the aeqaecoe thru to ane 
point, th«n started the aequenoa at sinjthor point 
leaving Si spiioo betv eec tfie tvvO parts vjf the diagram 
on the a hoot* miSL so on. 

Jj' oe ;^iyp » i'art of tho i^rookton aahems was insert- 
ed in tho adqaonoa. 

S^'pe aix « i'he aif*,;iraBi sonaistea of u ailxtura of 
hit ^^m rdBs lines, rodanlng nothing. 

TjfPB seven , irapll's drawing oonalatod of u line 
oroofead -it plaaea az.d laY«led, oink, hoasa sewer aiii bo on. 

{iiote, :^r llluatravions of each t^pe ae© the fol- 
lowing traolnga. ) 



176 



Broafetoia sah 



£4* ahoss- In another aiai|r:*s hoi» waste ooming 
from an inlvind jlt^' hoiaa ts^oaia >?o until It roaahos 
Its 3satination« 



^laealfloatloe of ©rrora f^i69 1» 
rosponse to qti@3tlon £4. 

(iypee iire design ite2 :., b, a, «ts« , to avota aanfasloa 
with Bo 8 tor soheRse. ) 



l ^ p g a,. rupll Offiltt©?? p&rt of s«qaQr>tt-.l its5r,8, 
(Soto, :>iro'r^ mpii in tba ssperl-nant oelttea mr% of 
#?iah aifiirars h^n^e 'ill p?ipors ^111 v.« cl-^sdlfi^d tina«r 
typo a, ) 

^'pa b, fhe papll intsrahangad the saqaenaa of ttess. 

f^'Pg £. ?he pupil'e diagr^a st&rtea »ith tn@ ool- 
lactlng uQ*Tr, orslttlrg ohnrt !• 

Z^r|>a i^, Tlie paptl's ata^ra® atftrtod wJ'h th« pump 
house, osltTiri^ c '■■!'«, ft 1. 

?/ya £• The pupil o.^cittsd pximp haasa on to thg end 
or chart 4-" 

1»II22. £• ^^* ?»apll f>iKltt©3 j?asp hoaaa to sana be^ 

inclu3lVQ» "" 



nB 



t "0 fotir abo-ya* 



"■cjj'pa E, i^»rt of the Boston gehei?:*' ris inserted 
in tha SQcaorias* 

I f ;g a i^* The diaijrur: o iCiiatsd oi' a "ixtars of 
hit -anG cisir lln«ss, jsaaning noiMns* 

lii^ J.* ^^* p'a'"ll*8 5r3*ing sonaistav of line 
oroc»fea=3 fit ::3aaae a-nd Isblad, sisk, boaaa sa^op und so 
oa, f 3njsa as typa s«ven» ) 



177 



fhe follo^iiiS dlagrar^-ts ara ilJaetratirs of 
the ty 9s of orrora alasaslfled above. ?h«Be diagrams 
t?fere traaad frosi tb« origiiml resoonsaa of tha stadects 
and rapresant a a uearlj? asj possible uhe tjjiioal reacfonse 
in that alasBifloatiOEi. 

aampias A sad B, t^p« 1, r@prea«nt tha two 
feast oighth sr&<3e tesponsQB fey puplla in the film groap. 
Samples 3 and D, type 1» represaiit the -te/o beat eighth 
gradl® rasponeea by jiapile in tha oral-o mrt groap. I'hase 
ara submitted In order that tho reader laap observe th« 
high grade of work don« by th® boat "U^ils and oompare 
tho bast work of Va& t'»o graaps* Samples 4, B, 3, and Ii 
ahaw both the Boeton &nd Broakton sah^nee, fh« figure 
in tha alroj.aa rspreiseat the 8-3©ra aiBiiisaed ttet dlagras*. 



178 



2yp« 3- 
Xyp« a 

l^y ^< aolmoe* Group a(fllm) 

eighth graie. 








ll 
I J 

k I 



H; 



4 / 



*^ 









Type 1 
Saiaple B 



H 



180 



2!srp® 1 
I'^pe ft 

Croup !\ ( oral-ohart ) 
'Eighth grade. 



'^"^'^'i^.U^"'^ 



iK 



, .v»U%«"i "■•<*'' •'••j /I 



U 



n 



^ -il. 















Hi 




^ 



7 V 



181 

Srpe 1 
*yp« a 

son, c^roup ft 
«a.ghtli grad© 






/ i/, .;^; 



B|r, Mildred Hsx^. 
Group S (oral -chart) 
Seres til grade 



iij;«5(!A«s6te^-f-^^*' 



183 

Sroup D ( or€Ll*e£Sirti 
Sightb grade. 




3 



\ 



184 



Syte .1 ur 



(fiimi ceventai gr&&d« 



X. 






K 



^4•sAii^^ iuA/v4\. 




e 7 i-c Y^*"^ 



, ., ^ 



llLmiiimm H inmiiummim 



■~-^JiHim»um0tm >ht »■ ^ 



185 

S!Sr -orotl^,' i.orHkin Group 
J ( film ) -Eighth ^ade. 






'v3 









186 



3^pe six 
£yp9 i 

(fllB) SJUshth grade 



187 
Xype soTOA 

■XTpe 3 
Uv lt)rotiiy Fldtoiier, 



/ Tr 



^*-, 



.>l.:''7i,t;t 



i':^- ■^;--, 



^ Lk,. ]' o-ro.cU 



V 



188 

By Ira Hoohstrase^r. 
Oroup i>,(oral-cl»rt ) 






189 



•i'yp« d 



^ J^ynard AEderson. 
SroRp D» ( Oral-chart ) 

SeTftjuth grade 



190 

oype f 
2y Artiiur Willard 
Seventh grade 



191 



-ft-'-W^ *M-A^ .<J,*-M~'!: \ ir^JjSi JjiUjiJ~U^ .-A^^" 



A^nuui AUoHiA. i-orvK ti.nju*ru^ ^. t»4^, 



Sroup C (nia) 
.Sight h gT&dg 




/. 






./ 



"Uuriu. lU/tfc.. WpC C^) %iJL<^dx 



19;;i 



fabl© sixteen shows tbe dlagrt^^g whieh 
oan be enttineratQil ander eaoh ola^slflaation, of errors 



Sradd 


: Or roup 


! 1 




: f y pe 

2 3 


:fype 
: 4 


si'^pa 
E 5 


\S 


5 


i 7 


:B3Hnk-no 
i response 


'' 


ij nin? 


lo 


! g 


I 4 


: i 


: 1 


1 - 




V ■ 




z 


7 


oharl 


f 2a 


: 


: 15 


! - 


i ' 


1 


('• 


i 


1 












8 


:J filsj 


.4 


4 


: 10 


[ 1 


: '* 





4 




n 


8 • 


cjh^rt 


1- S4 ■ 





i i;3 


! 


Ci ; 


• 











Table X|, ?h« olsaetfication of ro- 
spOBSQs to qasstia £3 enuTsarsAted aaoordicg to 
the types liatedi on pii^e • 



sacJe Irj roa- nse to ^tiestlon tv^enty three. 

Xiil)le seventeen showa the responsea whioh oaij 
be enumer^^ted tinder ^ioh olassifloatlon q± errors i^i^ds 
In raapanae to qaeetlsn tWrOnty foar. 

kn examination of ©aeb type listed above reveals 
the faot that these olasslfioatiose aan be grouped i^der 
three larger headifigs, Flrct, there are errors of omiss- 
ion TXTiSi transposition of items in t^e aeq^ense. Tj^pea one, 
two, three, -, b, a, d, e and f j^ll into this larger olsa- 



193 



yr'ide 


^irpup :i'^pe 
: : a 


5 Type 


iT^pe 

3 


5 d 


.Tj^pa 


' f 


Type 


: h 


5 2^'PO 
! 1 


i'y lie : Blank 
j :jno resi^ona 


7 


•a. film: 15 


4 


. 


! 1 





. 5 


3 


t' 





J 6 


7 


D.oril: ?-6 
3 hart : 


r* 

^ 


c. 


. 4 





C^ 


. 








\ 4 




8 


3. film: 34 • 

• 







5 


1 





4 




£ 


4 : y 


8 ■ 


J.onl: .i4 ; 

3 nrt: : 


1 * 


4 


\ £ ' 


1 ; 


• 


1 





1 < 


10: 5 



Table 37. The olaasifiontion of roaoonaes to 
question t,4 eriumeratof^ fjooordlng to uho types of error 
listed Oft f!ti.;a • 



1^4 



alfi(;«ition vj-rl for desorlptlva jur.osas t,n.<i;e errors 
rill he csnllad "sequanti&l •rrors." .Jeoond, f^hera ar« 
errors of hroker d«qaetioe or 11 aaoKJoaaterl resi^ona^Sj, 
Typ«8 four, flr«, six, g, h, and 1 f^ll into thle l&r- 
Sor olaaelfloatloii s^nd will be terra«d "diacsonroated 
«rror8»" The third larger alHSbiftai^tion IriOludas ty- 
pes aevon and J, anil in tho i'oarth rla^e v^e will ena* 
jsor-ite tho Mank :-i?«r8 tar-*' <» b;^ th« p?ipl3a in eaoh 
^roap* 

A Study 3f the si iiialfloatlon of erroire made 
in the reapon o8 t-> qtieotiona L3 and £4 Bhgmn that the 
seventh grade ornl-jhart group tamed In £6 res'-orisee 
?phiah c .nt»lned aeqaential errors*, Jheiit is £6 oat of 
60 di-igrans timed in b^r the oril-ahart grcRxp ooct^iinad 
''aequent!«il errors" *hlle 17 oat of 80 -liagrfitaa tamed 
in by be film gromp contained al -liar errors. In the 
ei hth ^rafle -..he an-^e relntlonehl^ hol^^^i the r&tio be- 
ing 51 for 'he or^a-ohart groip to £0 for fhe fH© group 
oat of 68 diagrasa eubwlited, (3ae table !©• ) These 
flguroK repreaent 's Ifiok of oompleteneas only in the dla- 
fltr«M!^ en^i^arHied ardar sequontlal errorc whereas the dl»- 
^ratse lifted aoder '•dlsoonfaioted arrors" wore not only 
inooiaplete bat lacked aa1t.y of seqaenoe as v.ell ai.d re- 
Tenant a nixed -j.-sn-^fi "t* r o^ ->>« two met'-ods of ^;»te 



• 195 



aifiposal# that ie, ths ♦'dlsooimeotsd errors* rofleot 
tha fsilurs of tha two teao Ing sathods to ooimeot is 
th« minds of thoss indlriauals fne ^«pa ifi th« ssothodB 
of W£i8t« dls|K5aslr, 

f&ble iS BhoyfQ that tfe« seventh grad« film 
grcHip turuea Ik twelve papers aontalnlsig disoonneoted 
errors while thore waa ml^ on* emoh paper In the oral- 
ohart group. In tha eighth grade the fils group proauo- 
ed oharts serentoeii of which aontaicad diseonriectad e r- 
rors as sontrasted with tro sueh errors to the oral -chart 
group. In other words, £4,60 per oent oX the diagraffis 
tarned in by the two film groups ooBtaloed discowneotea 
errors v?ldl0 2«54 per oant of the dlagratas of t>i0 oral- 
ohart groups revealed Blmilar errore, (Bote. In flgar- 
ing these p@t aents blank i^apers v Te ooanted as diagrams. } 

this fact w >tad Indloate that, this filffi ffiilefi 
to eOKneot In the min& of the ohild the informtion It 
oontfiined as well y-s the teaaher slta*ition aid. This re- 
sult is s-ailar t;> t )s rscalts ol^'^aJnei fros* a study of 
the ^p re«ponseG in experimsnte oae, two, foar m& five. 

The l«rg€r claesifisstion throe shows eig&t 
drssfings in the ei*^hth grade film ^xwap whiah ware of 
the 'crooked line type." i?haaa ware the ody diagrsBia 
of that type foand* In the ^o film groups sizteeaa 



196 



'^rnde 


I ^roujp : 


£>©qaerjtial 

arvo TB 


errors 




s 

5 Bl«i»k 


7 


!j. film: 


17 


It 





1 


7 


tB, oral}- 


?i6 


[ 1 





5 












8 


i3. files: 


£0 3 


17 


1 3 


? 


8 

^,r _ J 


.1), orull 
ohii't : 


51 : 


£ 





g 



fable 18, Ths'ol -ssifioition of the 
rosponses to Questloij JiS and £4 enaiaeratad aoaor** 
Ing to "soaaentlal errore'^^dlsoormeoted errors", 
Xypea 7 and J, -nd "Blasdls." 



1.9^ 



l^pirs ^9rQ turned in *lth nothing on theai while oight 

of the oril otsirt group p&pars ware 'bl^-nk, a ratio of two to one, 

A furthar aaal^ala of th® responses to the 
taste us«a In exporl^j^nt s«ven was i^de ia terms of the 
incorrect aiisv^ers to aortain q^aestioss In the question 
test* 

The muB^er of aorreot answers to ^aeationa 
one to t^^enty-two it<claeive v/sre tabulated by groups for 
eaoh gxHie» ^^here erer It wus f oand tl»t the number of 
aorreot ^Qswers to a oertain qaeatlon trns predominately 
larger In one group than in another for both grados the 
Inoorrecst responses for that questioii were liated f&w 
both groups and ooreparea» 

Table 19 dho«?s the t*ibilatlon of the 
Raraber of aocepteS shswers per qaeetion, per groap, per 
grade. By finding the al^ebr^io differences between the 
rmmbor of aooepted reSi^oiiaee rnfftde by the two groups in 
eaoh grjiiSe and eoreimrlng these 3ifferecc« s gritde for 
gra4« it mj.& fotmd t^iat the fila group sarpaeaed the orsl- 
oh^rt group in eaeh grade la question eighty fourteen, and 
tweoty, aM4 that ivhe oral-ohart -gr^ap ©urpaased tHs fil® 
groap in eash grade in qmatitiaj^ throe, te», eleirojQ, twelve, 
snd eixtoen. 

:'itii this as a basis the laoarreot rasp^ris®® 





i.'>j 




r-< 


CM 




1 


r-i 


o 




1 


^ 


6* 

Cwl 


,,? 


O 




CO 






lO 


.. t. .. 






xj« 


rH 


(y> 


o 

rH 


r-i 


r-4 




O 


to 

4- 


O 


vO 


•* 




>* 

f-i 


to 

r-l 




H 

to 




1 


»0 


CO 


to 

r-l 


CO 

1 


c> 




1 


to 


r-i 


rS 


O 




CO 
r-i 


+- 


i-l 




C>- 




Cu 




o 




a* 


O 

.. 7. .. 


r-i 


03 
H 


r-l 


lO 

1 


r-t 


o 


VA 


r-l 
1 


O 


IT^ 


to 

r-i 
1 


f-l 


00 
rH 


U5 


rS 
1 


r-» 


e- 


r-i 

1 


o 

f-4 


cc 


cr» 


1 


r^ 


••6 

6^. 


r-l 

r-l 

1 


OV 


o 

f-i 


a» 


1 


H 


rH 


-V- 


CO 




■o 

r-i 


' ^ 


CS4 


'O 


-V- 


C^ 


r-< 


i-i 


1 


rH 


o 


rH 


■ :^ 


,-i 


r-» 


G 




&V4 


-V- 


ta 


r-i 


to 

H 




c 


CO 
rH 




^4' 


'A 




ri 

- +• 


•3 


to 


T 


t<^ 




o 


1 






1 


c. 


tv. 


e^J 


7 


^ 
O 


to 


CM 
1 


iH 


o 




1 


O 

Cv. 

H 


O 

to 

r-i 


)h 


O 

o 
c. +* 

fi © 


a; e- 


r~ 


a; 
c — . 

C 05 1 

-i-Q .-1 

a — 
J= c cc 
M© ? 

rH «-> O 
■4 tt) U 

'H M 

«H 

•H 




r> 


ct — 

«; 
is 1 

O -»J r-. 

—1 t —- 

iH 

.o o c 

O C P 
r-< (T O 

'»; t, 1^1 

<M 
«H 

rH 


x; 
t 
1 

<K 

?■( 
o 


G 


« 

&<^ 
d 1 

03 rl 

U CO 

'J ».; 

O 

t-i 


rH 

O 















188 






rH «> 

X o 

+» 

cs 

C9 



199 



ttftde in eaoh group to question throe, al^ht, ten, oloyen, 
trejve, fourteen, aid sixteen wore listed, The^e auea- 
tlons were selected tteoaawe of the aonsistajjoy of the 
Toerformanae of the four groups on those queati >n8« Ques- 
tion twenty w^e not considered beouaae the H fferenoe was 
ao .smiai. 

The liet of Inoorreot resiDOr.see stade by eaoh 
groip In answering qaestione threo, eight, ten, olevea, 
twelve, fourtseri, and alxteen foliow. 



'2m 



Qttostloa Zm t^her* doee it go next? 

Sorreot finsfwor:- to stroot so^or. 

list of inoorr«3t rsaponses— — Oroup 3, l£l^,hth {jrido, (FIIbs) 

1. It goaa to tho 1^^ or ooe^n* 

£• Down to the ptirlflostlon plaoe. 

3, Into iha ooenn, riror or brook. 

4. Ctoes Into the Infce or ooem If oloso hj on9# 
5» It goes to the Bostor; sewage tv'O isllea a«ra^* 
6, 5?irrle'J out Into the ooe n, 

Sroap £jeverith grade. (Film) 

1. It Toes to the sand beds. 

tm Then it 3oaa thru the -sewor to the aity. 

, ? on to the purlflor tai"^. 

4. To the river or lake. 

5. To the river. 

Heaponses* E &nd 3 in ^he oighth grade Kind 
1, 3, 4 -^rd o In {,he seventh gra^io reflect the laak 
or a unified or ooimeotod anderiStaTidJng of the steps 
in jRirifisatioi) for the Boston soheme, tho^je respon- 
ses being mixed v/lth the Erookton sohere. The eighth 
gr^ide m&pQfiSQ Sis the be^t example of sueh a Isok 
of unified onderstandllag. 



201 



Qaautlon l'* .-hare -iooe It go next? 



3orr»ot answer:* To 8tro«t a«««r* 

list of Inoorrajt raeponsoa— iroap *> • rilghth grada* 

iowa-ohart) 



1. ?o >i3pbojr« 



Spoup aavanth s^i^iaa* (Opsl-ohart) 

!• It goas into tha aa» ^^o in the atraats* 

«:• .'nart it go«a to }«lcai>, rivers >r ooaeaa. 
tm Hfarbop. 



Bona of tha responaaa tibOTa »!th \,h% pos« 
».thla axooption of £ in ttie aav^nth gra3a ara hHa|f, 



202 



Gu«8tlon a» 3y wh&t tnoo.na la th« isow?iS« 
of the olty of Bro:>kton 3:jrit; away? 

looaptod 'in»B«r: B^ ©aohlnery, r^arare, I'^trgo pi pee. 
3roup 3 a;i5>it>'- grado. (PI Ira) 

1. It flowa to t'o ooliootlve sewar. 

£• Pari f lei 

3. T?.r8e eev=ar 

4. By atroun 
5* In a brook 

6, In large tunks 

7. Bjf t»inlc» 

8, iileatrlo filter 
9* Stream 

^TOip 3 oevunth ?:t&d9m (moi) 

1. 31»infc U) 

£• nde 

3« -5l93triolty 

4« Thra ao-i^ars 

5# Bty *i br ok 

6, ^irlflee 

7. lar ate'ftw 

8« 3iy l^^rge eawer 

9. To paraflo town 

One reapon< e cuuRber S-, seventh "irada, la t^litaA 
with the Boston sahstaa* The rMKilnlng reeponaes trQ like 



those In the oral-ohirt groaps re pre sen tat Jvq of >■>. mis- 
unaQratanSiftg of the qaeation itetelf* The filsi ??ts sora 
dffsotlve In teuoMng the aa© of the pump in the Brockton 
80hame thtm tho or^l-^hsrt mothoa. 



20S 



204 



Qaestlon 8, ^ uhat aa-iiis Is the ae^ ga 
of 'oha aity of Brocskton sant awayf 

4ooapt«d ^liafvver; B^ aaohlaer^, pumpa, Iftrge r^ipea* 

Jroap i) Eighth grade, (Oral-obart) 

1. atro^^m 

r» Blank (4) 

3« B^ the atroet aa^vers 

4« Eirbor 

&• To a b©o of rook 

6. ?laln (?) 

7. By iBOfiJSg of 3owage ajrstsn 

8. In a "sriok" 

'3. i^.t9n fey laicpot)®, water "floea", fish. 

Spoup SevoEth ^rsde COral-ehart) 

2. Blnnk (u) 
£. Bj «f .ter 

3. Poured irsto n etraam 
4* A3 Witsr 

5* Over s&nd 
6» By a stream 
7, fo gst gsrms oat 
8« % a streciia 

Hesponsos 4, and 9 saventh grade are oonfUsed 
'>?lth oth^r steps In the proa©»s in a large fashion, res- 
ponas 4 bsiag e ^nlUsea with the Boston seheeie. 



205 



nasporiso 1, and 8, in t!» sersnth grade 
and £, 3, 6, ar«d 8 in th« alghth gra3e ura &nm>er& 
which ar« In |jart correct except for the fact tiat 
the qaeetion did not 3f=^ll for the last step in the 
Brockton scheme thri its position. 



206 



Question lO, Thora it la spz^^ed ipon s , 

Aoc9pt9^ answer: Hoolc bed, or crashed rook bed. 
iSroap 3 ^ghth grade, (mm) 



1, Hiver 

£. take or osem 

3. Blink (4) 

4, :'ieia 

S« Hosky S'md 

6« Low t'ieoe of ground 

7. Sand mirifior 



jDhe roak bed. 



Compare reaponsaa 1,4,5,6,8 

8. Sand bei (fc) and 9 of «ie eighth grade 

and 1«£«3«5| and 6 of the 

9. Field of sand seventh grade with this pie- 

turo. ttliere are the^rooks* 

10. A l^<,yor or filter In t;he pioturef !£his is the 

pioture these pupils saw in the film* 
Group Seventh graSe. (Filts) 

1, s^^nd bar 

£• Sand bed (7) 

SU Sand bitnk and in a riTer 

4, Bl-ink (3) 

d« Sand hank 

Qm 31 od field 

7. frloUln-i se9?er 

Tr.Q reaponsss listed above sre largely' errors 
in secaenoe. 



20^ 



Qaestion 10. There It la sjorn^eS u on a— — , 

Asoeptsd nns'^s-eri Hook be*, or -aruirhod rook hsl, 
Sroap JJ jSlghth grade, (Oral-ahart) 

3, Tnra tiles to straaa 

?.m 3ook bdti At Boston 

3. 3oroen- naar the power wheel 



0roup i) ioventh ^j^^e* (Oral -chart) 
1. Blank (6) 
Urn S.%n^ t)©d 
3« lairn aca iKto an other pipe 

Hasponsoa £, oi jhth grade Is aanfased ^Ith 
the Boston aoheaa, fhe romalnder are errors wlisil'.ir to 
t^<08e in the filis gipoup, Fourty nine of the oral»ohart 
groapa wrote aooetitable ^mewers to this qaestion as ooss- 
imrecl to t%^enty nine in i^he fila groups. 



208 



Qaestlon 11» How Is th« harmful organic 
letter oonreTtBd into harmless salnerale? 



Aooopttt^ anflffiert By bacteri^t, \t^ the aoti :}n of baoteri-, 

or bacteria feed on It. 

Sroup iSighth grade. (PIIbb) 
2, Bl'^nk (5) 

3* liook bedJ, st-.n3 beds, locij dl stance flowing In oreek, 
*• Bly pi^stilng thru stones, axid filter, and bed of e snd# 
5* It Is purified and then li aid olnerils is in it, 

6* It runs Into ^one r'^rnd %nd le-wes the h:3.rBful orgaclo 

irR^tter. 

7, M^ en it flows OTer the rooks* 

8« Sent into ^iome m^re rook beds and into mnA be^e* 

9« By being apraid on rooks. 

10. Sat on the sewnge and groviB* 

11. It ia eiten up h^ fiah «^6 tadpoles and othor thinge* 
IJL, ?hey mix them ap. 

12. By the aind. 

34. iprayed ajjon - bed of rooks t^en a bed of a^iid and 
flovs ix5to brook. 

15. By pissing thra beds of sand and being purifie:1. 

16. Bj flowing upon the s'^md beds. 

17. earifloation. 

10. Thra sand mills and the brook. 



209 



19. By lotting the sewa 50 alnk t,hr.i ak'-nd, 

£0. B^ baln-s 8pr^iye3 on roolts und t.l»y stick to t>;9 rook;. 

£1. Running ovor sard, rooky, /^rarol un-^ dirt. 

Lfc, It l8 gono thru maii^ proo«8a« 

: 3, The gravol ■ nd eand Is aorered vMth hnoterla. 

Qrmp Seventh «rade# (Film) 

I0 ?y the Btroftm thnt it tlov,a Into. 

I, Bl'inli (9} 

3* The organlo wittor la oonvgrtQfl Into harmloisa wlnorals. 

4. It d! evolves into irook and annd* 
6, By running thru e* nd he^la* 

6. By flov'lng over rooka and thru eund bods. 

7, It la run thru *i sort of nio Ine, 

5. It oolleota upon thla flirt, 
y. By tooting 

10, P'laQlng thru onnd and into a brook. 

11. By putting atfaasie on rooka and b..=»lng apr'AyO'^. 
3r, ^ means of hrocken rook, <^<^^-><^ ind oraehod rook. 

The reeponoee I'ron the filta groape not aooQi t- 
ed to question eleven ahor^ In every Ofciae thut the proooaa 
was not olearl^ inderstood. The iuplla were unahle to ;^r .ap 
the Iraport'inoe of the baoteri^Jil 'lotlon from the film* a pre- 
sontiitlon ^von tho the film atreaaed thie point going ao 



far as to »ho« r&iaorosoopio siidea of Mot«rla, t ©nty- 
thrse per sent of th« pupils in thie film groups did not 
a79n attessipt ot answer th« question* 



QueatlOE 11, How is tha hartrjful organic 
Batter oonverted into harmless minsrals? 



Aaaapted answer: B^ baoto ia, by the aotlon of baatorin, 

or haoteria f©«<^ on it. 

C>roap i) jSlghth gr&^9 (Oral-ohart) 

1, It 3093 thra iho "strays" at uho rook bod, 

£. B^' rn^ans of aralnago systems, 

3* f^hen th«y reaah tho atono bod. 

4* By tha stonss and the snnd and pimps. 

S. % settling on the rooks 6r<dl oatin.t tbo ^ssto "matere". 

6* fh# B»tt«r is sprayed apon the rooks. 

7. f>ie w^^tor fle'is ent it first, then the fish eat It. 

8. It is pat thru the a .nd bed md rock bad. 

9. these hartafal organic aiattera go thru a filter. 

10, It is s«ten by tho fish, 

11. They are oonverted by— — - 

Vc, It falls on the rook end th<i rook makes It minerals, 

13. Sj 

14. Slaak (1) 



Sroup -3 iievonth ^^rado (Oral-cjhart) 

1. Blank(l) 

2, B:^ roaks stxid BfmA and spraying* 

3» It cans thru broken rooke and ata^jre iri tha rock btds. 

4, ^11 of the little animals and all of the rook. 

5, Thrown over the irook feed and sand feed to the fish. 

6» It flovra i to o.ushecl rook beds the "froun" subst- 
unoe Is taken out, hen It goes thru a s&nd bed and 
beoomes slear. 

7, By aiff ^rent plants arjd animals in the isater. 



Rdsponsea 5, si-jhth grade aud 4 sovertth gritde 
were oloae to the point* fhe renjaliseder were oonfuaed, 
thirty nine of the orol-ohart groapa wrote .iooeptable 
answera to this cuestion %s oo?r!parod to t^'elve of the 
fil» gro'ips. 



Question Ic;. How do vhe rooks wMoh 

are covered v;lth these ortyinisma look? 



Aooepted answer: 



Brown and slirny, black and dirty, 
a coating of jelly like subatanoe, 



Group iaghth grade. (Film) 



r«i3 



1. 


Pall of the bacteria (2) 


2, 


Blank {10} 


S, 


31ean 


4. 


Like germs 


5. 


Routh 


6. 


Pointed 


7. 


Rich 


8. 


Like showers 


9. 


Like worms 


10. 


White 


11. 


Black spots 


IE. 


Dirty (2) 


13. 


Blsok (3) 


14. 


Foamey 


lb. 


like an ants nest 


16. 


Irregular 


17. 


With much bacteria 




The rook covered with 
organisms. 




Bacteria under the 
microscope. 



Pictures one and two are the piotares from 

fo-i°^hP^?nS->nl?',M?°^P,?^l^''' i^s information 
xor «ne rosfjonaos listGd abovo, 

Responses 9 and 15 in the eighth grade 

indicate what picture 2 meant to those 

pupils. 



214 



iJrottp Q 3ev9r«th graa«, (Film) 



1. Blunfe (8) 

t. Ooal (4) 

3. Sl&ok (3) 

4, A big lump of su^r browiu 
6* Baa it all over 

C, The/ look Ilk© small worata 

7. Mrtj? (1) 

8, JoygrQu with blaok 



215 



The inoorroQt rosponses recorded in answer 
to question tv-slTe by the ij Ir. groups are v©rjr interest- 
ing. The film showed a close ap plature of a man hold- 
ing one oi' the rocks while lie scraped the 3li;riy, dirty, 
layer of l-aotaria off it. Tata i-ock looked blacl: in the 
picture , like a pieoe of coal but the meaning which wag 
supposed to be gained from that close up illustration 
failed to 30 across to the pupils. Only seventeen per 
cent of the film groups wrote aooeptable answers as coia- 
l^red to forty four per cent of correct responses in 
the oral-chart groups. Thirty per cant of the film 
group did not even attempt to aasv;er the question* 

Twenty two of the incorrect responses "by the 
film groapa to quegtion twelve ^J^'ar© descriptive terms 
which v;ould apply to any oark rook about the size of 
your fist, such aa, rough, pointed, irregular, black, 
coal, black spots, dirty and 30 on. 



316 



Question IJ, How do tho rocks whioh 
are oovared with thaea organisms look? 



AooeptsS answer: 



Bro9?n ana »llmy, black and dirty, 
& ooatlng 01' jell^- like subatanoe. 



Group JD iilghth gratia, (Oral -chart) 



1. •'Baotera" 

£• 'iexmsi 

»^. Blar/k (3) 

4, Tlfea bacteria 

o» i^erms 

6» little 1ms acts 

?• A llttla flower on ft atam 

8. Ail kinds of shapes 

9, Jlfferont shapes 

10. Big rooks 

11. Stone bade 
IE. Blue 



317 



3 roup iJ Saverith st^^9, (Oral-ahart) 

!• Like a 

£• mank (9) 

S« Like roofes 

4» A brownish oolor 

5« Like a fis't n^ i^prays 

&• Hather larg© 

7. Srown, about the eisa of , oar fist, 

8» Spray of ^ater 

9. Ihe-j look like anrn^s 

10. Brovm 

11, Soma are aurly ani some ara ourvod. 

The inoorreot responses of the oral-ohart 
groups to qusstlon twelv* were oithar dosoriptlva of any 
dark oolorea stona about the size of ^our fist, or were, 
fflixsd ttp with a iasariptlon of the spr&ys and the baotorla 
thenseSves. Foartjr foar per aent of the oral -o hart group 
«?rote noaoptable anawsre. Twenty aav^en n©r oent did not 
attempt to anawar the question* 

These rocks were dlessrlhed l£ the leotare ss 
halng about t. e Bis© of yoar flat asS covered with a 
brownish blaok sli^ or ielly like sabstanoe. 



Sis 



Question 14, fhan th# sewafd flowa upon — -«'. 

A9d0?>ted ana»'ar:- S&fid beds. 

Jroap 3 ddgbth grade* {Film) 

!• Blank U) 

km L'h« river 

S» .ooke 

4. Hooica 

6, 'iter— th 011 thru i ahower 



Group M o«voijth gr^ida. ;filai) 
!• k baiik and oat Into tha streaa 

4* 4 aoriuret® w:.^' 

5, Beds of smfxll rooks 

thm ©rrora mads la asawering qasstloii 14 ^ 
both th« ersl -chart aud flls groaps are of th» aaase sejs- 
93f&l typft. rh© flip taemad to bd mero ©ffestly© in t®aa)f 
iag tb« i^a<3© of %Hi» ©siii Ijeda In the proo^aa than tb© 
1 aotar©* 



^19 



yaestlon 14. Th«n the sewage flows upon , 

Aoaeptati insvver: - Sand beda. 

Jroup D iSighth grade, {Oral-ohirt ) 

1, Fa8t« *ad 

£♦ HooS: bad, then Into settling tunk. 

3. A a^ttimg tank 

4. iho rook and sand thra pipes. 

5. It drains thn the rook, t^.en thru the aand. 

6. Tank 

?• Book feod 

8, Jhe rock bed, it is apr lyod onto rooks* 

9. Hook bed— It la mude ir.to ralnerul by bacteria. 

10. The broken 8tone«— It i3 apr»_y«d upward. 

11. A^eetellne" tank. 

9roap 3 bovonth grade. (Oral-o>^rt) 
1. Blank (6) 
E, rhe pamp, the rook bed. 

3, i-:..t9r — or 

4. Tba rooks (£) 
6. stone bed. 



-2^0 



Question 16» Ho^ do@s thd 8w?aj§e look: 
t?Tj«n it leaves hare? 



&.3O«pt0d answer:- Clear, or like pare ws-ter. 

•5roup 3 Bighth grsSe. (Pllra) 

2, Blank (S) 

£• One masB of ll^^uid. 

4» Jfaoh sleaner. 



Sroap Seventh gr^de. (Piln:) 

!• Blank (&} 

E* fhe sewage looks dirtjr iin6 fo^asi^. 

3, Partly el^». 

4* There is white fo^im on it. 

5, JBj>arifiod. 

&m Foam^^' with little things* 

Hespocses: 5 eighth grade, anfl E, 4 and 6, 

seventh grade, hi,- the film gro?ips describe #j&t was In 
the Qlose up piatara of t^e »atar flowing oat of the pipe 
from the Sana feeds into the broolc. It was ole^^r with foaa 
on it here an a there* The real oonoept of clear water 
i!»hioh was yje purpose of the close ap in the film fdilea 



§^x 



to go across to theoe foar children. This ia airallar 
to the rosalts o'ntainsd from studying the errors in 
qctoBtion twelve. 



229 



Question lo« How does th« s«wag6 look 

«h«n It loaroa here? 



▲ooeptad onewer:- Jlaar, or lik« paro water. 

Srroap D iSlghth grade (Oral-ohart) 

3. All lititle Inaeots. 
£• Ilka water and weeds. 

Sroap J Sever. th grade (Oraloohart) 

J. Blank (1) 

£• It looks like ai9«ill animals. 

3* It looks hi&mfal* 

4* tj^stea 

s« It looks brown* 

6. It looks dlrtjr* 

7, It looks purer thtin before. 

The or^il-onart groups eiade eight more oor- 
root re^ponaes to this quest! or; 16, th&u the flln 
groups. Only one pipll in the orul-ohJtrt groaps fall- 
01 to attem t aof an^i^er while eight pupils In the 
film groaps wrote nothing in answer to this qaestlon. 



223 



The analysis of ^rrord sade by both f,ro\xp3 in tho 
original question and chart toats shows certain liMtations 
of this film ao o teaoMns t^nit in an<2 of itself. These 
liisitationa will be 'lisoussed in tii« conolvsione, The 
analyais v/aa not carried into the jaeaory tests since 
it would prove to be Inrgely a repitition of the matarial 
above, iio.^ever, 3v>oh a Htudy "vould toe vsiual-;!© iti. show- 
ing what particular infcrraation ixoveA to ba the most 
peyaenont as u reisult ox tm di£t@rm\t fox£,3 of pre- 
sentation. 

The oonpoaition te^Jts are not diaov.ssed here 
further than to ^how th? ncor? ^ni:^^<^ by each s^-oup. Tas 
writer fe«i^^ tiif^t tn^^- oo;r,j|..oaition t-set ar. a spon- 
taneous he^t fa; led to function 5n •sxperi^-^.ant seven. 



/- 



224 



QWiFSm 7111 

i&periment 8, 

PSOBIiSM, Three oomparlsons ware maJe in 

©xpQrimarit ©1 ;ht, Plrst, one projaotiOK of the film 
wia comparsl with an oral leotare uBlng pioturas oop- 
iea from the l'i3.a. Second, the fllEJ was coajKirod ■ Itb 
a showing of iih@ sarae i'ilTi during which ortl inatruo- 
tlon ws given. Third, tho luttar method was oompy^r- 
Gdi V'lth the oral lecture. Hov; afjQC^iV6 v/er© these 
threo Riethoae of presentation in "patting across*' to 
the pa oils tha Information contained in the unit of 
SRXbjeat matter? This lii th© question which ©spori- 
raont el ]ht attempted to i^nawer, 

X)£30RIPfIOK or 'CIS ^PSHIMiilJT. (1) SubjoOts . 

the BUbjeats salooted for experlaant eifiht 
were groups 4, 3, and i) of the !:lghth grade Thomharn 
school, The groups vsor© rotutea so that methods of in- 
struotlon 'different from those ud^cl in experiments six 
and seven would he 'ippli©f3 to enoh group. 

^^^ 'i2M^* ^^® topic seleoted for ajcperi- 
rcent eif^ht v?h& the same as that used In experiment three. 



225 



naaaely, ''She Kiatory of llie Monarch Butterfly." Th© 
filja was produced by the iiociety for Visual Muoation, 
Incorporated, I'he aoiection of this topio was iKjt by 
choloe, 'ihe writer had i-lannod to use the film 
entitled, "The Mosquito'*, but found that th® ooeiety for 
Visual Mueation was unable to auptily the film at the 
desired time. 

The oral rtaterial used in esperiment eight 
fbllowed the Bt-me outline used in experiment three* 
In3tesd o.f the &»xidea usecl in e^periioeut three, the 
writer copied ohartij from the film by fro^eoting the 
desired picture on a oard-board S4x30 inches, 

(3) l-ressentation of the topiq . On December 6, 
19£1, group 0, ©ighth grade, Ihornburn aohooi, ^ms 
assembled in the geography class-room, which was uaed 
for the projection room, (See above i^g© 7^7 • ) 

They were given the following instructions; 

''l^odoy you will learn something of the 

atory of the j-ife hl«5tory of the I/.onarch 
butterfxy, ?irat you will hear a part of 
the atory read to you, thea you ,^iii U&ar the 
teacher teli the atory in det il, liey atteGtioa 
to ©vorythiiig- you Bee or iiear, for you f/ill be 
given a Letit to fina out what you have learned,'* 

A three-minute diaeussiou of the history of 

the laonaroh butterfly wae reud to the group* Xhis 

disousBion was the same as that lased in experiraent three. 



226 



foXlo./ing this throa-minute dlsoaseloa 

the teacher gave £in informc;! detailod talk to thfe 
pupils OS the topiQ, using for an outline th« three 
Eainuto dlecua&lon sbove. i^urlzig the t&lk the 
t^aoher referrsd frota tloe to time to the Bix charts 
coded from the film. This talk lasted twolre 
minutee, timed bj the teacher *a watch, 

'£he outiioe of the oral niaterial is 
the aaae sku that used In axj-eriiaeiit three, and a 
ooranarison of It and iha fil» ciutilne shows it to 
be copied direct from the film's story. 

!£he charts ^^lioa were used are inuorted 
at this point. These charts will serve to glTe an 
idea to the reader of the material in the film and 
fortunately oan be compared directly vtrith that 
material by referring to the illustrations t ken 
fX-om the film shown in chiipter three, pages G'^t(s> f 



227 



CHAr.i'S COr'liiil' J.'i'.Oiii i'ilii i'll-ui* 
ffilALL CUTS AliK I^'Jiiiil^l \'iBj^,li 

PICICUKS AS COMJE'A.'.uiu. wiiH iiui 

copy 



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234 



Ab soon as Uie oral in^s traction was 
oompletod the group was given a t?ro-fold teat, 

Group h v?a8 aeeemblod in the geography 
ciasB-rooia ae soon as the test was finished by 
group C. 

Group D receiTed the following inBtruotlons: == 

"liJoday :/ou will ieai'n sompthing of 
VxB St 32^ of the iif^^ biatory of the Monarch 
butterfly. First you will see a film «8^.ich 

vviil teii ."nc sjlor^' in det«^i.'i.» "^>y atti^n- 
tion to everything you &&% ov hear, for you 
•vill be ,;i7"'^n a tf»Ht to fi.»l o-\% what you 
httve learned," 

2he thra« minut* discussion of th© life 
history of the Monaroh buttsrfly --m.^ read to the group. 
'Shia discussion ^v»k thr- Siiffle one useu. with group D, 

Foilowin^^ the orel imlnary discuuBion the 
fila »ms a'U)wa« !She pro;Jeotioii Isasted twelv© minutes. 

For aa illustrated oopy of th© film outline 
868 ohaoter three* 



235 



At tho end of the inatraatlon pariod tho 
group KaS /dvon u two fold tesit. 

Jroap A was asaemblaii on December, 7th, the 
following morning. In the googruphy olasa-rooca and v. ere 
given the following InatnzotionB; - 



"This morning you will learn some- 
thins of tho etory f the lifg history of 
the Monarch butterfly. First you ftill 
hear a p^trt of tho e tarj rend to ^ou then 
yoa will 8«30 ^i film whioh v,'ilJ to3 3 t-he 
story in iatJill. iiarlng the tihovtlng of 
the film yoa rill ho viiven *in oral ex- 
planation of the otory to uld yoar un- 
deratanding of the filK, Pa^ titt^ntion 
to Qvarything yoa soe or henr for you 
will he .>;iv0n r, to. t to flud oat what 
you v-Hve leurrjeo." 



The threo mlnate dlsouaelon of the life his- 
tory of the Monuroh butterfly was road to the >5roup. 
This discuaaion waa the m>mo one used with gro ipa anfli). 

following the preliminary dlsoiaaslon i-ho film 
was shov.'n acoompanlel by explanatory reroarkii by the toa- 
oher who gavo the orfil Instraation to ijroup C« Ihla pre- 
sentation I'iStfld twelve minutes, 

^^) The tosto . The groups were given <a two 
fold test ^it tho olose of oaoh period of Inatraotion, 
Firat they were -aske' to write a oon-ipoaltlon on the life 



236 



histozjr of the Moneroh butterfly, cocond, they were 
fcsked to aiBwer a fcet of airjeoeraph^d caeBtlons. i'h« 
fcOiBj.>08ltion represents c spontioncottsJ reaction to ti^ 
untt of instruction, -Thile the queation test ie repre- 
sentative of 3 controlled reaction. The icstructiona 
given each group before starting the tests were 88 
follows: •• 

'"On the top of your blank eheat of 
paper, first write ycur naaie, grade, and 
home teacher, i'hen write a atory about 
the life history of the tionarch butterfly, 
rite ;}ut*t pa maoh os you c-nn remember of 
what you have seen and heard, \q aoon as 
you have finished :^o\3T ooropojjition raise 
ycur hi;nd and turn your j.-jper f*:ce down on 
your deak, 1 will bring you a set of 
questions which I ^sh you would anawer 
also, ifiij. it. the bl-nk spi?cee -nd answer 
aa many of the questione as you. con, .hen 
you arr through fold your paper in the 
middle and bring it to me." 

The question test was the same Hi» that used in 
eacporiaent three, for a 8 mpie of the queetions 
end anfiT^er key sen pages *1 1 -'? 4- , 



237 



llYiB pspera *?er© all 8cor«' by the v/rit9r*s 
assistruita, ano asslat^int sooring the questiorj teats 
v.hloh V'ore check«d b;,' another nssist.*ir5t and the wri* 
tor ©IfTht t?s9ks later. The oomposltlon tesi/S were 
soorocl b^ the aarse nssiattijit who as red the coEipoel- 
tions in experiHorit sa^-en. This ^isaistant, Kfles lil- 
3ard» had boen oftrefull;^ trained bjf the vrriter for 
this work ^m^ ahe c!heok;ea her scoring sixteen veeke 
later. Aioh correct iSau repro?!aca3 ^ ;a soored one 
point. 5Ji^ a^or^ teat wae givea peb, £0, 19BB. 

?.K3UTi3. rha axrerarre asjorea m-ade by 

eaoh group 5 a experiment eight '^ro aho»n in tab3o 
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The r<i.£iiL of the three gravij;s in terme' o/ 
tile average question bcors i&. Tirst the filK-tuik 
group "^A**, aecond the v->ral-chart group ''0", aM tlilrd 
the filifi ^Toxip "I". (In experiment eeren group D was 
the oriil-chtrt group which aa&de in average score much 
higJ-jcr thi^n the film group "C", I'he pereonrtel of these 
groups was the saae in both experlnsente with the excep- 
tion of four papiie, who were absent , in e&oh group, 
Gx'oup "A** vffes the film grx>up in experiiiiSiit six vthioh 
ma&e a eiightly higher ©core thst the filoa-tuik group 
"B", which 9?ss not used in experiment eight.) 

Jhe rank of the three groupss ia termts of 
the oompoaition test is, first the oral-chsrt group *^C", 
seoond the fila-tuli; group "1", «nd third the film group 
"D", In the total eoore the fixia-tulk group "A"* is ,80 
points or £.47a higher ti-.an the oral-chart group "0", 
which i6 in turn C,30 points or iy,7.^ higher than the 
film group "r". 

'x'o return to the conaideration of Ih© question 
score, we find that the film-talk group made an average 
&oore 16 j^er cent hi^j lier ih&n the film group. I his 
result is contrary to the atiiteKseat corauionly laade by 
film enthasiaetB, that it is psychologically wrong to 
talk to s group while ® fllia is being Bhowa, 



240 



She film-talk, group also wfcs 14 per oent 
higher than the oral-chart grou]. in the question score. 
Thie result reflects in part the advuntage of the film 
itself over the charts or pictures copied firom the filai 
in blaotc and white. Xhe teacher in both groups was the 
stiiae. 

The Qoci|3oaition score ehows & slight saperiority 
of the ortil-chart group over the filn-talk group of 3 per 
cent. 'towever, the difference between these two groups 
and the film ijroup is very striking. 'ihe oral-chart 
group wae 31 per cent higher, and the filia-t&ik group was 
2& per oent higher than the filai group in the oorafouition 
test. 

'Xbe meiaorsr test residual score £br the film 
group is hl^jher by .57 points or ll.£^ than the oral-chart 
group in the com>osition test, but .90 points or 16.3;^ 
lower then the film-talk group. SViis result is interesting 
in view of the large difference be*¥e«ii the filtt group and 
the other two groups in the ori^lnl eom/ioaltioCi test. 

'i?he residual scores made by the three groups in 
the question test ranks the film-tslk group first, the oral- 
chart group second, and the film group third, with a difference 
of 1.20 points or 27.9^, anA 1«£0 points or ZB,7% bets^een the 
groups in the order named. The esme relationship holds ft>r 

the three groupe in the rdsidual tot&l score. The 



241 



film->talk grovip being 2.88 poiata or 31»9% higher than 

the oral -chart group irtiieh is in turn .42 points or 4.S|» higher 

thftn the film group* 

The memozy test soores indicate a distinct 
adTuntag,e for the- film-talk method over the other two 
methods ae far as the araotmt retained is concerned. 

Iihe per cent of loss for each groap varies for 
the three aoores. In the question test the film group 
has the highest i:er cent of loss, with the oral group 
second and the filsa-talk group third. !rhe highest 
per cent of loss in the oompoBltion test is ffiiown by 
the oral -chart group with the filra-talk group second, 
aod the film group third ?rith a per cent 10 pointii lower 
th&n the oxsl-ohart group. I'he highest per cent of loss 
in the totel score is likewise shown toy the oral-chart 
grou]:. Ihe film group, hoaever, is seooiid am. the film- 
talk group BhowB the lowest per cent of losa t^ 4 per o@Qt. 
In none of the t ree soores does the oral-chart group show 
the lowest per cent of losi^. In each inststnce a group 
¥ihieh had seen the film recorded the lowest ]<er cent 
of loss. In other ?/ords, the group receiving the largest 
amouQt of oral instruction shows the j^e&test ^m 
cent of lose taking the experioient as a whale. 



Xhls roi^ult i: alnllar to the one obtained In ax- 
pdrlr.ont jovon. 

In orler to oheok the validity of the tests 
therasalves in terns of the previous knovyladge Df the 
pupils of tho life hletor/ of the Konaroh butterfly 
thirty-Beven pupils of the eight rrade group B ware 
given the t%o fol'i test ut the 3 -:me time the memory 
t0 3t v;ri.s given to groups A, 3, and I>. 

They vera Inutruated ms fol3o??a;- 

"Today | 5a >^oin;3 to .^Ive you 
a tost on the life history of '.ho 
Konuroh butterfly. You h-ive not 
henrd this story nor h'Ave you soen 
the fllrc by th-it title. First I 
want you to rrlte a soTTipoaltion on 
the life h'atory of tha Monaroh but- 
terfly, -.8 soon as you ' ivo finished 
turn your puper ovor on tho deak md 
ansver as ir^tny of -.ha questions on 
tho sGOonrl shoet fie ;;oi otn. Do not 
10 ")k ■tit tho queutions until ^ou have 
flt.iahed your ooracocitions. Before 
st«irtlng tho trtct y.rlte jour na?pe, 
tjride nd home teiiihar at the top of 
e*ioh Bheot." 

These papers v-ero scored along 'f.'ith the 
neaor^ t»Bt p^ipers ind avowed tho following results:- 



243 



jroap ^ T 
!To Instruction: 



avor':.^5e 
'.qaojjtion 
scjore 



JinpOiSltlon 
eaore 



tOtni 

acioro 



aver-:?, -59 

Trite] i t3;9nce 

soore 



avar;/j?e 






. 64 



1.V3 



£ • »i7 



9£.j>l 



107.6 



14.10 



Xabl© gOfl, rh© resalts of ijivlng 
the "bitterflj^ ta-t' to thlrty-soven unlnstruo- 

ted aighth grade iipila. 



9y f 1* aing tho per cent o^ioh eooro In tnl)l« 
o 
twenty-.*iie la of the nverat-re of tho avera-^e question, 

oonpodltion and total jrl.];lnMl scores for th<9 tViree groups 

'. e find tho por oent of eaoh e jore whioh oan be attributed 

to orevious knowledge. Thus ve find that 6.5 per oent of 

the ^rlgirjfil queatlon Boore, 3,£ per cent of the origirial 

ooro osltlon soore ?md £ per cent of the total acore cn/y be 

c^ttributed to knowledge of to life hiatory of tho Monarch 

buttor.ly ??hlah the pupil ; oaaeased r»re7lous to experiment 

Gif-ht, 

?-hil« these p^roents are not small enough to be 

nogleotea the;;/ aho^- that tlie aryrers to the qae.'tion test 

used in exporiraent oi-?ht 94.5 ^ dependent on the Inatruo- 

tlon rooelved aa fsir hs the^e eight *5rade pupils v-ore oon- 

cerred. 



244 



OHAjPTER IX. 
jSxpGTiment 9. 

?30BTiJSrv?[- The deepar one digs his ^'ay into 

a researoh problem, the more refined bis teehniqae oi" 
prooeduro beoomos, said, tlje more critical he is of his ow^n 
digging, .'repress seens to be increasingly alowor. It 
takes longer to hoist the shovel fall :f ore. to the sur- 
faoo for an evaliiation. 

The first eight ex peri a art s led the experimenter' 
to v/aste no ofi^ort in his attorapta to duplicate the film 
eitiiation in the teacher situation as closely as poaail-le. 
This desire vaR realia«'? in the happy selaotion of a film 
wherein a v/ell known geographer was shown giving an il- 
lustrated chailr ta'-'.. The -'.'rltar' practices uho 3aire clmlk 
tallc, and tlietn sel acted Wo groups fron oach of the seventh 
and ai;3hth grades to be taught b^ the two methods. The 
corapariaon made therefore ^.^ae. one betv/een the amount of 
infornsation taught b.y the film r^yid that taught by the 
writer's duTJlioating chalk-talk, to the pupils of the 
groups named. 



245 



DiSSaHIPTIOir OF TH3 JSIPSaiMiJl?!. (1) 3\--bJe3b3 . 

nlno wora fia fria.'a'bara of groaf^ B *uid J, eighth grv^de, 
and groups 3 \u'l J, s«Tei;th gr^ido, Tbornftarr Schoo) . 

(t) y opjQ . Dcrv^ri^l filmy lore under ocnnidera- 
tion ibr ©Tp«rifn«3.rv nirn?, bul fow i>errjl-tt9u of tha -tiyf^o 
oj^ oonparisoii wiiloh tno v'ilt.er dutiira'ltu caakc- Fiiiaili?, 
"The Staiy o/ a MouiitaiiJ Cl^ioler" waa dcoidod upon, since 
the filia w :.o tx raoving pioturo of Mr. Atv'Ood giving a b3aofc 
board o?ia JLk ti&lk on this sabj^jt. I'ba oai'tiona ad'cveA to 
supply the lack of thfl a poken vYOrd, ami stiil uoeneB of 
glaciero wore inters i^eroed throughout the filn iji t; e capa- 
city of addi* iontil iilustrtitive rattorial. Ona aoone ex 
floating loebergB repreaentoi the on3y action piotura in 
t>w rilra outjiijde of Mr. Atwood'a isiotions. 

Thav/riter duplicated this material by copying 
two charts frora Mr. Atv"?oo3*s drawings, "irfl by prstot icing 
on the Jther otaUt aketches until « v-aa y.ble to reproduce 
then In a fiiirl,^ aooarats and rajld nBDner. The piotorlol 
Bftterlal v?aa illuatateJ ^^nd desoribei verbally aa the talk 
progressed, 

(3) ' fhe present ..t5 on pr tho topic . Group 3, 
eighth Krfc.de vjib aseeiEbled in the gJf^graphy clsBasroom on 



246 



^oem"ber 13, 19E1, rmd reoalyed the following Inetruo- 
t ions : - - 



To-d^' I am goin -: to tell ^ou the 
"Story of a !tour!taia Jl.'ioiar.'* 'lovi .T:aiiy 
know v^'hat a glacier iaf ( ^^how of hands) 
Pa/ strict attention to .11 you 99© and 
h^r, for you v^ill 'be given a test at the 
ana of the? ne-^io'' ^o find oat hos roach you 
hficro loarnedt alDOur mount tin glaoiera." 



T'ne vvriter then ttilkod to the group for 
thirteen isinutea, using tho front blaokhoard for hie 
sketohes and gharts. A stenographer was present .luring 
the or' 1 instruction period, end took a re>;ort of the 
writer's rerh-^l Instraction. -' f'-: e steno;:r ipher mlaander- 
atood lirectlona and failed to make a etriotl/ yerhatlna 
reoord of the ar^l lastir'jotion. ) 

Tee stenograp er'e recoil of the or?il Inatruo- 
tion is as follows:--- 

Mountain Ulaoiers 

Thi 8 raornliig ve are goln^ r o make a 
study of ttoiint-oin irlaxiiers. It ia a big ao- 
cumulation of ano?';' hig;h up in the mo'intatna. 
This sno^ is so heavy that it presses the 
Icmer la^^ors of the snov? into iee and in 
this fafihion a glacier is formed. ( lonrdi. 
Sn o ^ali - -iSxaraplo . 

T'^ere are certain features in h glacier 
which v^e nust study In detail, For esarocle, 
a ql^oior consists of such ■>. hig portioi; of 
loe t .; t it often begins to Oi^ck and this 



247 



orerasscb ^re tv^ or tix'oe huncrcd fee* deep. 

Along v.ith t'BB glaolor i3 often ft Mg 
aoeumalstlon of rooks and gravel. ?bia ao- 

ouniulatloii rnsves sj.:.rvg v,lth the glacier acd 
foima a aoraiii. (Beard). 

(rhera sra throe moraines to ti« dlacuBaod. 
I-*--*t©i's.l , TJedia3. » -nd Terrdra.!. ) 

Vii;ori a moT:ln id format.: at the si 3© of s, 
glaoier. It la eall«a a Lateral Ho rain 

A Medial Morain is fortne-i bj' th© union 
of 'tvso lateral laoraiiiS. 

A Terminal Moraln is foirood b^^ the asoumii- 
lation o£ x-ooka sjidt gravel at the extre^nity 
cf tlis 5'li. olar. If a tree is in tbg 'r^ay when 
the glaaier moTes along the aoounaala tione often 
ar« tjtoppe^ h/ the t,r«« , but thoro Is no p^ar- 
tiotilar name for this. 

As uTie glaoier rsatjhea t^e ':^allQy It 
pushes on toward the sea, and there It bre'^ka 
off into large pleaes of ioa forminig loebez'gy. 
(^a-sp"JLe of ainklvi^ the titanlo. ) 

If the aliPiii'S ^Imnges and r?e have 
Bereral warn sarsrners the ijlacier raay be /aeltad. 
(Beard) I'hlt nieltirig shangee the shape of 
the glaoier, making it no longer fierpessdisular 
in sb&pa. (Board) After this melting all the 
aocumulations of this glaoier oos» down to the 
water's Dicath and founs ^j. delts. 

Some glHCiers never reach the rsea et all 
beo9.w.se thej? are too far froij the sea (Alps). 
They juat resoh tbe valley- arid melt anc3. ibrci 
£i little ^streaa er river which i:oea to the 
ocean* 



246 



3Iaai®r3 are started Tsry high ap in the 
sioantalns and the morlng of this j^laalor is 

detarialnsd b; ho-* ;3t-iop tiie siox^e is !« th« first 
pla<j«, ana hov/ Each 3 raw there is to push it 
along. If wa havo a low iriouniiairi, it will not 
roll so fast. So :/ou oan sea tho pi'o^i^^^a of a 
glsoier is very alow and it takes iran^ /s ars 
to raaoh the veil ley. Saoh ^^foai* thero aro now 
aosTiTrial ations of ariO\s-, thus iimiang it almost 
permaneitt . 

aipila; Ham'jishar about the iBOiains and their 

defiiAitioris. 



An exatslKrtloB of this stenographic report 
indicates that tl» writer's oral instruction could have 
been iapitJVoA in several places. Were the writer to 
repeat this expe yiraent , he wou3 d '«?rlte out oarefU-lly the 
Qx&Qti wording of his statements, and then Eiemorlse the 
lecture. 

Sroup 0, eighth f?rade followed the ehilk tik 

groap B. The instruotl ons given to groap wer© ira 

follows: 

To-5air I asQ ^Ing to show you e film 
which will toll you the 3t> ry ol a Tuoantnin 
glacier. &o^ Kafiy know '!7hat a gl".ai®r isv 
{dhow of hands;, ^^a.,/ atrict attention to all 
you s»ee, for you will bo given a test at the 
end of the -period to find oat how muoh i^on. 
have learned aljout sioun'tsin glaoiora. 



24y 



fhe fills waa thou proj«ot»d befors th« grottp» 
tho tl^ iznrolvad being thirtson mlnatds* An llXust* 
rat«d oatlins of the film follows:- 



STUDY OF A MOUNTAIN GLACIER 



250 





Snow gathers among the mountains 




Figure 3 

The young glacier moves slowly down 

the mountain valley 




Figure 4 
Falling stones form moraines 



A SURVEY OF THE REEL 

Purpose of the reel: 

To depict fully the 

■process of glacial formation. 

In this film Dr. W. W. Atwood — formerly 
Professor of Physiography at Harvard, now 
president of Clark University — gives a per- 
sonal "chalk talk" in vi'hich we are told, 
chapter by chapter, the fascinating story 
of glaciers and icebergs, moraines and 
crevasses, '-'ice tables" and glacial rivers 
and valleys. Graphic diagrams picture 
cause and effect, with magnificent seenics to 
illustrate each point. Not the least inter- 
esting feature of the blackboard work is 
the fact that Dr. Atwood uses botli hands 
with equal skill and rapidity. 

The reel opens with motion pictures show- 
ing a glacier as it moves down between its 
mountain walls and meets the sea. Then 
to show us how a glacier is born. Dr. At- 
wood puts upon the blackboard a cross-sec- 
tion drawing of a glacier and its valley 
(Fig. 1). In this diagram he visualizes 
snow accumulating high among the moun- 
tains, and motion pictures supplement the 
blackboard explanation with scenes of lolty 
peaks and mountain snow fields (Fig. 2). 
Another chalk illustration pictures in per- 
spective the suo'xy beginnings of the river 
of ice we call a glacier. 

' ' The weight of the snow, ' ' explains a 
title, ' ' causes ice to form. ' ' This is indi- 
cated on Figure 1 by labeling the lower 
levels "ICE." Moving pictures show us 
a parallel stage in glacier formation today. 
On the perspective diagram Dr. Atwood 
then pictures the gradual increase of gla- 
ciatiou, as the moving mass of ice makes its 
slow way down the mountain valley (Fig. 
3). He shows in detail how a giant crack, 
called a crevasse, results where a glacier 
bends over a steep slope (Fig. 4). Motion 
pictures illustrate crevasses in actual gla- 
ciers. 

Next we come to the story of mor.nines, 
those aceumukitions of gravel, stones, 



251 



rocks and boulders that, ages after the gla- 
cier has disappeared, still mark its path. 
Some of this debris the glacier plucks from 
its bed as it makes its rough-shod way along 
the valley; some of it rattles down from 
the mountain sides. This process is graph- 
ically indicated on the cross-section sketch, 
and detail drawings explain step by step 
the origin of each type of moraine — ter- 
minal, side and medial (Fig. 4). Here 
again imoving pictures of actual moraines 
give eonereteuess to the sketches. 

The cause of those curious fonmations 
called glacier tables, or "ice tables," is 
made clear in a detail drawing. A huge 
boulder, falling from the mountain side, 
lodges upon the ice. By and by, as the 
sun 's rays melt the ice around and the 
boulder continues to protect the ice be- 
neath, the rock stands perclied upon a little 
peak of solid ice, like a table top upon a 
pedestal (Fig. 4). 

When the glacier reaches the sea, the 
ends are buoyed up and broken off, formin;^ 
icebergs that float away like drifting moun- 
tains (Fig. 5). With remarkable vividness 
the chalk sketch pictures tlie iceberg's re- 
lation to the glacier (Fig 6) and makes us 
realize that all but about one-eighth of the 
berg 's mass is submerged. The drawiugs 
are again followed by moving pictures that 
give us the sensation of actually threading 
a ijerilous path among these gigantic, pic- 
turesque mountains of ice. 

' ' In time, ' ' a title tells us, ' ' the climate 
may grow warmer and the glacier be melted 
back. ' ' On the chalk perspective the gla- 
cier is erased back and the new appearance, 
due to imelting, is drawn in. Dr. Atwood 
shows how the stream that flows from the 
melting glacier forms a delta at its outlet 
(Fig. 7). Glacial action has left a shel- 
tered valley, which proves an ideal location 
for the little village that soon springs up — ■ 
visualized for us by tiny houses drawn into 
the diagram. Glacial streams furnish 
power to run factories, and in time the vil- 
lage becomes a city. 

The reel closes with a magnificent pan- 
orama of a glacier, of which Figure 8 
shows us one interesting view. 




At the sea, icebergs break off 




The floating bi 



Figure 6 

rg is seven-eighths under 
water 




Figure 7 
river flows from the melting glacier 
and forms a delta 




Panorama of a glacier 



25a 



THE K)TJ.0V,I1IG OHARTS WiffiS 00PI3D 
FROM THii) FILM AWi) VvalRa) U3tiD 
BY TMOoji; GIVIIIO TKd OP.^.T 
INSTRUOTIO:" IN ifiXPiiRI- 
MiiNTS HIHfii TfiN AND 
iSI,i27iiIi[. 



253 




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255 



!?he follovdEg day, D^oemhor 14. Clroups 
an« ]) of tbs aovor.th grafle vero ?!jlvoji the fsiaw© instraotlon 
Otttllnea abore, a;roiip C? being the ol&lfc-talk groap, Jjad 
grcKp being the ti'lm jfiroAp. 

faring th.a rr««<Jnt?i.tion3, lualiHtxnt.a sitting 
to th?t laft and In front of f;h e groap« oatl'^&teJ frcsn 
rainut« to ndnnto the number of pupils t>.ot rajlng atten- 
tion to %'m instruotion. Thie attention raoord was kept 
for «acjn parlo^» of inttraotlon. The aaalBtroits wore 
traJ.nai for the work hy the writer who oopiad the isathod 
f so rat that used hy i. C. l«'orri3ou ot tha Jjalversity of 
Ohlaago Zahov-^tiyjc^ Jahoois. 

^^J 'i^'^^-g t.»3':ta . 'V"(i t(!ji3t given aach group 
liiwiodi.^t9ly foll^f^ins the preaontatloji was & three fold 
test ;:^ade up b;s? the v?rlter'R aeaistKntB, oonals^ting ^'irat 
of a aompos'tlon, seoorxd a question test, 'ixA third a 
ahart or drawing teat. The ootspoeitjon tent ivas a apon- 
taneoiiB ret-ort by tno pupils written on the story of m 
mountain glaclor. I'he qvieBtlon and ch? rt> t«8t ^>^&r@ 
!aiEieo;*raphed on a aingla i.hi^Qi. hJseh group rfo^ivad 
the folloi^lng Inatruotlons lefore p.t^rtln^ th's teste: — 



25G 



"Fliat write your n?.imo, 
gr«i<J9, fiJi'i hojHvr touahor ^it, the 
top of the bift{,fc 8h«»et« 1- en 
write all y;m can rejaeffibar of 
the etcry of a iR!iint«in g] naler. 
As soon 'la j/oa h-ivo flulah-fid i/oxir 
oonpositdon tarn that sheet f-ioa 
down on y ar deak 'ind then I vdll 
give you J )ur ouoatlon sheet, 

"Bofore st'.srtlni? to ana-.^er 
the qutioti ms rtta your n!i.ra«, 
grade, rmd homo tev-shar nt t).e 
top Jf your quoetlon Bheet. Then 
fjll in as many of t'-ie blank asv-o- 
eo ac yyu oan. You *ill bo driven 
tine to fir: I ah. When y u hiive 
fi;;iahe3 f )1 c*. ^-ou.r ^ap'-T through 
the m ddle -ind bring it t rse nt 
tho 'leek,** 

fhe paparo '--ero scored b the rl tor's assist- 

snta t«ioe» The ue3 >nd scoring aervedS >\a a oheok r^nA 

wfis flons hy a aeoond aOBlBtant six weeks 1 itor. The 

reethod of soaring the ooro positions is fi-asorlbed above 
on page 164 » 

Ths qaeation test '.xnA aooepted answor key are 
as follows:- 



257 



1. ifhere does snoxv accumulate' 



2. Of v/hat are glaciers coapcsed! 

3, ihat causes ice to form; 



4» ihere are glaciers usually formed? 

5. - causes them to move 

^. Ho\v do glaciers move? 



7, Hov/ are cracks and crevasses formed: 



8, A moraine is composed of 



9. The gravel pile on a glacier behind trees is called 

10. Name -the kinds of morraines.. 

11. Hovv' is a glacier table formed? 



12. What happens v/hen a glacier reaches the sea? 



13 . what is an iceberg? 



14, What effect does the weather have upon a glacier? 



15. A melting glacier foi-ms a 



16. What is formed at the outlet of a stream' 

17. How is it formed 



IB . Are de It as inhabiti" d . 



19. On back of this slK^at illustrate (a) crevasse, (b) glaaier table (c) delta, 

20. Illustrate the tro cypes o: mcrraine an back of this sheet. 



25« 



Scoring Key Used lix Mperivient rine 

?a3ue of enoh question in points sh /vrn bj nambar in br akets 
to left of qaeatlon, 

(1) 1. Up high is mountains, or high In the 'nountnina or on 
Boant'ii)! tops. ' 

(5) £. Sno??. ioe, rooks, gravel, and dirt (one for each.) 

(1) 3. height of anow, or i^oklng down of oaow.or weight ax& 
melting of snow, ® 

(1) 4. In the moantaln ralleya. 

(1) 5. Weight, or gravity. 

(1) 6. Slov/ly, or very slowly, or an Inoh a day, or a foot a 
day* 

(1) 7. By the ^i oier bending over a steep slope, or by ?oins 
over a bump in a mountain. *' ^ . if »"i«s 

(3) 8. Koolcs. gravel, and dirt, (one for each.) 
(1) 9. A rioiaine. 

(4) 10. I^edial. terminal, lateral, and sub-moralna or midaie. 

and, or aide (om for each). 

(1) 11. 3y the ain*s rays laelting the i^e from around a big rook 
on the glaoler. 

(1) 12. large pieoes break off into the sea. 

(1) IS. A large iDieoe of floating ioe, or a piece of a glasler 
in the ooean. 

(1) 14- It melts it back, or melts it. 

(1) 15- Streaffi or river. 

(1) 16. A delta. 

(1) 17. By the Slrt washed down by the stream. 

( 1) 18. Yes. 

J^otal qaestions £7 points. 



259 



(3) 19. One point was given for eaoh reproduce' correctly. 

(£) £0. One point was given jtor eaoh moraine reproduced 
correctly. 

Total chart 5 points 

".rand totsuL 3£ points. 

(note. In eccperimsnt eleven an additional 
drawing was requested of the pupils. All the grou-s were 
asked to "draw a cross-section of a glacier." E&oh item 
correctly reproducel was scored one point. The "items" 
accepted were, the mo mines, layer of ice, layer of 
snow, crevasse, mountain tops, valley, icebergs, and 
sea. This drawing represents a reproduction of chart 
33 shown on page 2-^4- ,) 



260 



!I?he nsemory tests were adminiatered to the 
four groups five weeks after ttie original tests. Oroaps 
B and of the eighth ^rade were giren their test January 
17, 19££, in the a SBembly hall. After the groups were 
assembled the writer gave than the following instructions; 



"How many remember the sto ry of a 
mountain gaoler which you heard rae tell or 
saw in the film, before the holidays? (Show 
of hands. ) To-day I am going to give yoa 
another test to see hov muoh you remember 
aboat mountain glaciers. Put your naiie, 
c;rade and home teaoher on the blank ^eet. 
and rrite a oomposition about the story of 
a mountain glaolor. .;hon you have finished 
your oomposition, turn the paper over on the 
desk, -"^nd I will give you the question sheet. 
Then write your nane on the question siieat. 
Anar.er as many of the questions as you oan. 
?ihen you are thru, fold your papers together 
thru the aenter, and bring than to rae." 



3?he seventh gr^ide groups and D were given 
thalr memory test the following day, Jamiaj^ 18, to 
oorrespond to the same length of time between the 
eighth grade groups. 

k% the same time the memory tests were given 
January 17, eleven pupils from group k of the eighth 
grade r/©i*a given the same test. This gaoup had re- 
solved no instruction on the -itoiy of a Mountain 
Glaoier, an& were selected frc3rrs grwp A at random. 



261 



The instruoti ons given this group before talcing the 
test follow: 



To-day I am ^oing to give ^ou a teat 
on the Stojy of a Hountain Glacier, "fou have 
not reoeiver? an^ inatruation on this topic, 
but I \';ant to laiov; hov; isuoh jrou know ah oat 
glaciers already. \.rite your name, grade, 
and taioher on each sheet T give you. On 
th« blank sheet rrite a oompositlon on t>ie' 
st»ry of a Eountaln ^aoier. When you have 
finished jour conposition, answor as laany of 
the questions as you can on this question 
sheet v/hiah I rill fiiva you. '//hen you have 
finishoi both testa fold your ^pers together 
thru the center and bring Ihem to me. 



These tests, written by the uninstructei group, 
as well as the memory tests vvere scored in tha same 
manner described abov^e on page 2-5^ . -jhe second 

scoring was done several weeks after Uie fi rst scoring. 
This served to check the original scoring, and to in- 
sure greater accuracy in scores theraselves. 

THS RE3UITS, The scores made by each 
group in experiment nine were tabulated by groups and the 
averages were calculated and recorded in table 21, 







o 




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263 



These averages reveal that the ohalk-talk 
groups made his/her soorea t>an the film groups In eaoh 
Item of the original three fold test In both grades. 
The 11 fferences between the tv?o seventh grade groups in 
the question an<3 ohart test is very snail, a dil ff erenoe 
of only •76 points or 5.9^ on the question test, and .03 
points or l#rS on the ohart teat In favor of the ohalk- 
talk group# The chalk-talk group, seventh grade, %*rote 
longor oomposltlons than the film group by 9*44 Ideas 
per Goraposition on the aver-ii?e. The ilfferenee between 
the two groups In the totial so ore Is 10.13 points making 
the total score of the ohalk-talk group 34 par oant higher 
than the film ^roup. 

The eighth grade film group "J" made a noticeably 
lower 300 e on the teat than the chalk-talk group "D", In 
fact, the perronaanoe of the film group in the eighth grade 
is l0f>'er than either of the seventh grade groups in eaoh 
Item of the three folc! test* The writer is at a loss to ex- 
plain this performance, since the factors throu^ehoat the 
Hdmlnlstratlon of the test were nearly constant in each 
group, nothing happens') during the conduct of experi?ient 
nine to account for the performance of group'- 'V?hich was 
observed by the writer or his assistants. 

The scores made by group "C", eighth grade are 
lower than the ohalk-talk group by 3.91 points or 
!5S,1% in the question « 



264 



test, by 1.87 poitote or 110. 0,« in the chart test, by 
4. £7 points or 20.7^ in the oomposition test and by 10. > 
05 in the total soore. The total soore of the chalk- 
talk group is 37 per aent higher than the film group's 
total score. This is almost the SJne relationahiip be- 
tween the total soores as ?/a8 found in the seventhgrado. 

An ezaiBl nation of the soores made in the momoxy 
test shoe's that the rasidual soore for the seventh grade 
film group "B" la higher In eaoh Item than tha ohalk-talk 
group "0" with the oxoeption of the oompositlon test saoxe. 

The differenoes between the two /groups, Yxovjoror, 
are very slight being less than one point in eaoh item. 
The peroent of loss is therefore greater for the ohallt- 
talk group than the film s^roup in eaoh part of the test, 
the most notioeahle differenoe in loss showing in the oom- 
positlon test where the film group only reoorded a loss of 
4 poroent as oompared to the ehalk-tallt group's loss of 
41 peroent. 

The resl^al soore recorded by the eighth grade 
groups shoKS the ohalk-talk group to have the higher soore 
in eaoh itt^ with a total score lH percent hi #iar tl&n 
the film group in the question soore, chart score, compo- 
sition score and total score. In experiment nine the film 
group's peroent of loss is lover than the ohalk-talk group 
in ever/ item of the three folc? tost in bothgrades. Tills 



265 



result adds raore weight to similar flntilngs in experlmant 
six, seven, and eight. 

7he unlnst ueted group wMoh took the three fold 
glaol er test porfomed as shoivn in Table ££. 





a roup 


Srade 


No. 

pu- 
pils 


Ave. 
chron- 
ologi- 
cal 
age 


Ave. 
score 
intel- 
li- 
gence 
test 


Ave. 
In- 
telli- 
gence 
auo- 
tlent 


Ave- 

ques- 

tlon 

score 


Ave. 
ohart 
80 ore 


Ave. 

oom- 
posi- 
tion 
score 


Ave. 

Total 

Score 




ttnlnstruo- 
ted 


8 


11 


1 
1E.85 


' 93.65 


! 
106.4 


4.09 


.27 


8.50 


11.86 



fable £2. The scores made by the uninstruotei group In the 
8th grade in the glacier test* 

On oCRsparing the soores made by the Inlnstracted 
group ^ith the average of the average aooroa in each item 
of the test made by the eighth grade groups, we find laiat 
the uninstruotod group made a score of £9 peroemb as high 
as the average in the question test, 10 percent as high as 
the average in the ohart tost, 53 percent as high In th% 
composition test and a total score 39 percent as high as 
the average total soo^e. 

This indicated that the eighth grade pupils had 
gained some knowledge previous to the experim«it oonoeztiing 
mountain glaciers from their geography class room »ork:. On 
inquiry this was found to be l^e case. From the viewpoint 
of previous fcnovwledgo the chart score v?as least affected by 
that factor. 

Another factor should be considered in this con- 



266 



rs83t1r»n, na!iJ«l^ tho iriai-o t2# of V,a tost itsuif. ; t- 

30 tl oxanlncition of the oo3t queationa s'-Oi^e th .t 
the msver to :i auditor of tho fuesfcions Ohn hQ foand 
iri the cuoatlon following that Pnrtlciilar qacetlon. 
Tho aasUstants v?ho wi 5o up tho test filled to remody 
that situation. rh« :?riter v ls unnble to oorreot th?s 
error bef ro tho ax rlTank airico ho v}h& to gfve the 
oral liatniotion, :ind hsnoe was /lot '>er?n5tted t:. soe 
the f;si?t3 until ^fter the oloae of exoerinants nine and 
ten- 



267 



3?he attention anel^sie wse aade la tome 
of ths a£taber of pupils not pasrlog etteatioa to 
t^e preBeatatioa per Qiaate. The e&sistsat making 
the aaaiysie was instructed to watch the group aaf 
record tho iszaber of pmpilB vho «ere ob^rred oot 
pajiag attention* "hd aseistant eat in fro at of aod 
to oae si^e of the gros^. 

She i&ethoc of reecr<^iag the analjrBia was aa 
follOfsB: firet, a lioe i^ae 6Tssa aa6 beXov the liae ttia 
ouiher of pttpile in the oeetion va» placed am a 
readiaiaator; thea the line wae I'iYifet' into phases 
of a aiaute eeeh* The lapse of tisie from the beginaiag 
of tho period wee la<^loatet' b; the upper row of figas^s 
worked with the Biimte sign* She etoaerstore imiset^i atel^ 
above the lioe ia^ioate tho ocuBber of pupile ia attentioa 
from tim€ to tisie* The fraetion at the ri^ht ie the 
eompiited total aTorage time in vhioh the claea wae ia 
a learaiog cituation* 



268 






V S' 



17 



SB 



£3 



f 



g» g» 71 



ii 



84 £4 £6 



88 £8 



26 



2B 



2? £4 



8» a* 10" U» IE" IS" 
£4 



£8 I £6 £6 



♦-SL. 



£4 



£8 



£« 



f^ 



£8 



£3 I 300 - 8g, 



£8 1 364 



Oaroup C» Chal&-talk» Seveath grade* 2^©€mber 14. 

Obeeyver Mies Jlevill©. 



1 


• £ 


« 3 


»* 4 


•♦ 5 


« S" •! 


"» a« 9« 10" 11" 1£" 18" 


31 


£9 


£7 


.31 


£9 


£8 


Sg 


31 £7 £0 


PB 31 £8 


set 


33 


33 


33 


^ 


33 


33 


33 


53 53 33 
1 


33 S3 33 


4£$ 



- 84,38^^ 



Groap I^, Flla, Seyenth grac!©, I*s6©isl)er 14. 

Obsearver ilise Stuart. 



269 



3C 39 



4] 41 



41 



4" 5" 5'^ 7" Q" 9'* 10'- 11" 12» 13" 

I 



38 39 



41 



4G 38 38 



4lj 41 



41 



30 35 



41 41 



41 



38 



41 



40 



41 



36 



41 



483 = 90.81^ 



532 



Group 3» Chalk-talk, ^ghth grade. laoembt.^ 14. 

ObBerrer Mies Hilgar() 



1» H" 3" 4'' 5" 6" 7" Q" 9" 10" 11" 1£" 13" 



39 


33 


36 


36 


89 


'M 


40 


38 


40 


34 


50 


• 


36 


464 


4C 


40 


40 


40 


4C 


40 


40 


40 


40 


40 


40 


40 


40 


520 



= 87.30^ 



Group C, Filcu r^lghth gra^e. Daeeaber 13. 

ObBdrrer ^I^jb Sleville 



• AtwooS's coatiotte^. drawing borer' the eMlfrea at this point. 



270 



The acearacy of this method of attention 
szialysis is of ooarse open to criticiBia, !^?en 

though a pupil niay appisar to be in«attontive, h® 
may lao paying strict att«ntion, and vie© versa. Ho*,?- 
erer, a child might be paying attention v'ithoat looking 
at the lectaror in the or^l group, hut not without 
looking at tha screen in the fila group. At msy rat©, 
this method serves as a check on the att«ntion aitaation, 
whioh is aaore accurate than the opinion of tho ohservor 
of the el&SiS period ma a whole. 

flm j^r c<?nt of ti"i?> di7j*lng wiilch each group 
waa at attention during "ti'^e preeentatloa reveals that 
the seventh grade groups were not aa attentiys to the 
presentation as they should have been. ih© attention 
in the filiB group w»d .slight l^r hetter than in the 
ohalk-tfilk group. In the eighth grade the chalk-talk 
group seemed to p^ raore attfmtion to the presentation 
than the film group. 

O^rf Botioeabie fact- was reported "by the 
observers of the fiiia groups, naaely, ths^t toward the 
end of the s^ption of scons in the filia th© pupils beoam* 
inattentive and reaties© waiting for the ne:£t seene or 
caption to £3. j) J ear, 

fhe contention held bj^ film enthusiasts that 

one always Becuree one hundred per o«nt attention to the 
showlis^ of a fila ia not upheld %y th© analysis reported 



271 



uul ai.1» it5 . '>T(sQ'^i^s.p'h* iitperiiaonta oiio to niUQ 

h-iv^ onl^' deali . :! •. 'Dra, the slid©, tfea y^bU 5K5.p, 

i;ho bl ..jkbo.^rd a^atan siiu tha ch'^rt. It s» -.e daoi>1oa 
to yv^txiz9 aatpariiaQnti ton to corripar^ thraa dlffarsjAt 
T2''3th0'53 of Inatractl'-w; flrnt, a JStaroopticaa lasturo; 

'• '-■ . abjoote wore 

t.h«2>- 'r^kf^t: i-:^ into foar -:■ ^' i^sorlbod 

OK. i ,£1 /:i3 oj., ' , : -^ar 

to ivfmdzQ ' - iao^rai:: 



272 



(2) Toplq . "The 3tory of a Mountain Gtlacler" 
was soleetad to be the subject of the unit of Insturo- 
tlon* The filra used in experiment nine was used in ex- 
perlisent ten for the film instruotion. 

Charts oopiai from the film and one hlaok board 
sketch prepared by the writer before eaoh period of in- 
straotion served to duplioate Mr. Atwood*8 dra^ ng in the 
filra for the stereograph and slicle instrootion. The il- 
lustratioxB in the fila were daplioated by stereographs 
numberel 276, £19, 274, 275, 4E8 and 4£7 and slides num- 
bered £76, £19. £74. £76, 4H8 and 4£7 from the Keystone 
View Ocanpany's "600" set. 

(3) Presentation of the topio. On iJeoaaber 14, 
19£1 group **i)" eighth grade was divided into four sub- 
groups a, b, o and d by the method desori bSd on page • 

Sub-group "a" of group "i)" oonsiating of ton 
pupils was assembled in the history classroom vrhere the 
writer had arranged each of the stereographs to 'be 
used in the experiment in a pile on eaoh desk in 
order of sequence. ii<aoh pupil was i^pplied with a 
stereoscope. This ten-pupil -group arrangement was 
Bade necasaazy thru the faot that there ?vere only 



273 



ten atareosoopQS avrtiljiblo for e'-oh groap. It was 
osraentlal thiti eaoh pacil have one net of the storeo- 
gr^phs and one iterooscope so that the tliae of pre- 
sentation oould be kept cjonstant and no time vustecl 
in p*tasing stereoscopes ni'd stereographs from pupil 
to pupil. 

The writer hud ■. .c itart of the period 
t;vo oharts oopled fros the film banging from Ihe 
hliiokboard und one sketch fran the film irarn on the 
blaokboard to iuplloato the v.ork of AtviOOf^ ahov/n by 
th.- filrn. 

6.8 soon tis i>he pupils wore settle^; in their 
r.ia.'or; r.ho writer yive them the folloving in yt. motions; 



"Today I am goln?^ to tell you the 
Story of a Mountaiii 51 vcier. On your 
desk is a aterooacope and Btoroo- 

graphs. You ^^11 knov.hov. to use them 
do you not? (3^tOW of hands. ) V.'hen I 
tjtart liulklnfj pick up your storeosoope 
in ,y0ur loft hand and hold it in readi- 
ness lo U30. Turn o'-er ,/Our pile of 
stereo.-rrapha and when I te]l you to 
look at your first picture out the 
stereograph in tVie holders and look -it 
the pioture. ^rora ti!-'-y to time during 
t^e talk you will want to look at tho 
blacjkbo?^ird and the oharta I have here, 
I will teil you v-hen to look at the 
talaokbonrd ar, 1 v • en to look at your 
next pioture. 



274 



..ay strict •;.tt'->:.tloa to i?ll j-ou see 
or hO' r for i m galrg to give T,r,a 
a t^et to fi.".r oat ho¥,' cjucr. i'- ti h»V9 
lasrae<s fibout llouiitalA Gli^clere* ?o 
fon I'^ll uai^&TBtRtic Tjhfit to fio'i (Bhcw 
of hflriflfi. oao boi' A9 <u->e furtiior 
«ag-4snf tloa» J 

ffe# prse^i-atstl^fi Gf the topic last?*'^ for 12 

Hiiauteij. a stenogra.-hRr ^ms pre^ceiit f-jid mooxS-se verbetSs 

the? oral iaetra^t ton, flm 8ts;K>groiMe report of^ the 

or?u lastT^actJofi f©llov.-8:- 



275 



•The stereogrEphs ussd in tMs 
experijaent sxe imt4rted &t thlB point 
jfttid ahould be o<3!npj»y©<?. ^^it^ thg cv.ts of 
tho filEi ahoft'n &bo'^«, ih© slids» -weve 
0xsAi^% copies of tii'see stsrdogrspas, 

Xh*! sterf^ographa wcro shown in 
the follov?ing order;- nmal>«3?s 276,219, 
274, 276, 428 and 487. 



276 




I Ti.acheious Crevasse m Victoria Glacwr— Mt Ls 
] wt no 1 m Ok anre c aandian Booklea Canada 



277 




278 
Oral Inst rust ion -^Ir^n to Jt«r«ogr^ph Oroap, 



of a Tt.>untaift glmaisr, that 1®» fcea? it l« forr^ad, ana *&a% 

it <3093« 

III the fifvit i-l-vae, a ©ouafeiia glv.j^.,* .« ^-... ... v 

the acjaoESil'itSoji of mio^ high ap SLiBang tha K&antaiB tops, 
whlah falls -ana roia« dOTs into th« valley' afi4 filla it 
ap« Vou see in j^wir etsraosoopo, a pi 3 tar© of a high 
ra;>unt?iln, --vUf^ ->a natl^a th'it on ©^«i«}h si d© of the n^oaHtain 
th0i"8 la 51 glniier -s-htoh o^sas dovn fco foaa ® bj-^ glaoier 
.^t th& bottc«2 of the sjoarittiin. I'ho aiio« sjajr b® two or 
thra© nu.D':lr9-3 faet Ic plna^s, &.M whan th« snof?.? fall© it 
foroa a big h«savy nasis; Jaat 'is you Sfife© a eno^ ball by 
p&tikins it togQthar, i^hlah forces iae, thia heav^^- is^isa of 
sno® woi*?ha don tha siic^- undi5rnf>r4t.'h ?-r-^ 1' -.rr'?? ioe -irj'ldr* 

H«r« you sflll see 'x 3r0i$e a«"»tian of Ji M^ si^untaln; 
here la tha h!:?h rsomtalri &nl tha enmr l« oo^nlng dovm, ra- 
pr0iim\%Q^ n^' tiia top layer, «.»<! fillt up th« ra21»^% st.txd 
hero it boofjssea so hsav^* th-.t it p^aka dawn trie msovi tjui- 
SoraaAth an-l iorma a »5r©-^t oo'it of lco» Sor^ tha ;^lac!ar 
!30v«@ iomi the vallojf juat bt? foroa of ^;r&vit/« It ojsces 
'^mm hill; it siKpljr- h-^B to rova 'So^ti hill. As Jt no^ea 
dOTSfD hill, it oirries 'Jovn with it «i tromename afs ?utit 
of roisks, grav-sfl, «.Kn(J, oto. /ou 8«« liloin^ th® odgos of 
th^^ sna?^' a lot of dark s:it*?rl,'*l s^^hioh I'^oka like t!irt» 
■Thut la the aoossailatioa o«rri»-i (3os?b» It is oailo.-i a 
E3orains« ^v- if ^-oti look hor« ag^iin, ^'■oa -'ill ao<9 th«> 
diffarerit klri:1s of ?f?orair!#s» 4 oro^a e«soii->n of th):» ,?tlaeigr 
in this fn.shlOR» r^a h^.v® her« along th« alcio :3f th« isoufi- 
talni th« ^laolor ti« oarrytu^ d&K^n with it « o«*rli-'Jin arsoaat 
of -^lirt tiad grsi^ol, fhat is th# lat^rstl mors.lri««, Then 
s.'hon two fjlaoiors in jliitlo ralls^s oosj© to^tathsr, hb tna^ 
do h«ro in thle glaoior, tho latar?il morainee oontinaa to 
,^;o ah«a4 f^ni thst forras ^ 3«riea of roofes &i34 31 rt, oto», 
ftlorsg the siidals oi the glaoiar. fhare >'oa h?jve t^-o of 
tho3® sQrias. :i*hat is o&ll«3 a raodial mor-'ilne* fhoto. ae 
the glficsier oaraao do^a the hill, it 3rai->s ao;;no roofee aja» 
aars^-<iath, rmu that ia jalloS & »iib««iorai n®« So?.= th# j^la- 
ol<jr o^rsas -5o«cg into tha vh31«^ &aa hegiris to r^«lt nmi^ 
ir.Vo tho ojcfta, anl thla rooJt th^it aossos with it, an3 thit 
aasa ■stt tha and of tho gl^vaier is octlisi th« m-;6. ffiorala«# 
Hers ^?sa hav® foar liiada of R)orain@s* o»,® on th« si ,19, on© 
iR the s>tiiai®, on© ana*irn«jath, &n.5 thtm the a:5--ja.«?alntl ^ra 
t&at oofeins Into the vfille^» 

4iiotht5r p0oali.'.ir thing ahoat glaoiers ia th.it v.© 
infant to 03f*si':l©r is th« f^;jt that r>h<jf3 th®^ go -jv^r s 
hasip on th« .^oasitair* thoj? ar&^k* took at i?auir cea;! 
|vt-3t,ur®# foa sa© a big sjTsiotatt! M@ oaased a hig ormak 
In thfis 1. 20; that is SI areT^-issa, tmA this is ho'& %h.e> oro- 
iraea© is Xonn*!?!* It goes Of or a tmsf nnA arasfeii -i-K-'l this 
is i^lt llK«a with ia« on saoh side, -aua if st man falls 
into OB® of th«a9 aro^aQ3«-a he la lik«l^' to }>& kili©€. 
Os» of th®©o 3r0T«*.ae@si s^^^ h« two or three fem^rM f^^t 



279 

deep* 

:iQVi look at ^our next piatara; you ?.'lll sqq another 
piataro of a orer*ist<e, or big ar-i.3k irt t.ho iae, -/rcI nlao 
ihe top of the literal moniria on the aide of tho gl%aior» 
All that R?:<tteri il is carried along v^lth ths gl^^jier down 
thfl rfioantain si .la, and here Again is another t»ig ar«va8se. 

Kow another pecaliur thing about the glscisr is ths faot 
thnt we have a formation of so-called glacsi-a tables. There 
^"ou see a naraber of big ormka in the ice, Theglaoisr 
tal>l9 is forised In this fashion. Hare is ^oxir gloc-ier aoross 
tha top, and than there is a Lis rook on a glacier an3 a rmrt 
of a rnoraiKs, The son's ra^s ome down on th© glaoier 
and molt av?a;f the ios m'erneath the rook, ani this Ice is 
l«ft in this fashion unaerneath tha roak, nni this ioe all 
selts atw-y, an3 i!?e have riothing bat ioe here left. 

After th9 fSl-'^oisr has moved down the maant£*in side, if 
it is near the ocean, it r.ins dov-n into the valley ana 
reaohQs the oooan .na treaks off a?id forms t5ig ioe ber/^e. 
It keeps rolling down the mountain side, r.md hero we heve 
the ocean level, and this is the depth of the ocean-ai.^ breaks 
off ioe into grasit chunks of lae, which flow i, ay, and are 
called icebergs. If & ship coses in corbact «?ith it. It 
sinks. Here io another picture of a .^lacier reaching the 
valley, and having icebergs break off and flow a^ ay In the 
ocean. On the othor hand, some ^jlaciars ^rs not near the 
ocean, ana they ooise dorn into the val3oy in aor/sewhat this 
fashion, ana here .-^e have the form-ition of 1 .na , '-^3 3 along 
through the valley, an-5 tbe glacier be.^ns to raelt Mck. 
It ia too rarin before It reach ea the ocean, and a river 
foj-iae fthich /joes in this fashion and carries this sub- 
iTiOraine and termiiasl moraitte oat into the ocean ?iiid lorms 
a aeltea. Alon^ the aide af the bar.k poople in this delta 
valley build houtjes and live there en J enjoy life; in f^ct, 
the atiite of llllnola is a moraine ^^hloh has been left, 
and tho Mississippi Biv«r is carrying this faiterial down 
and forrned a tlelta in the Salf of Mexico. On the next 
sliae yoa •fUJ soe a picture of a .^lacier which h--.© melted 
back. If you look s.t the next slide ^?oa '"ill bo© a r-iature 
of a glacier which hua ^iOtaally j^otten to th-oj viUlay'and 
formed a strean?, whloh vlll beoonie a river, and 1 itor 
foiTSS material for a delta, and peor'le live in the valley 
thus fillea up by tho strMwa, aaasaft r,j the jseltir-gof ice. 
It is when the clliante becomes too w^ar^s. 



280 



AB .«ooa as ths prseeiitation wss fi.oishoc? the 
group was placod urn^er the crtq of en seeistant, x-a^s^*^ 
to thi 08t; .Dil»l; hell aa<? givea the t^st. 

Sub-group "b" of groap I toliowcl sub-group 
"a" to th nlritorj <^'laBH xoom an^ receive*^ its i astnictioa 
which vv?^B a ox <'.t rep tit J oa of that glvon to ^■uh-groap 
"b" f;9eoriboi6 nbOTe, 

Oa Jecember 15, 19g? , group a eighth grn''e was 

•^iTl-'Qti ii.to lour eub-groupe &, b, r- , Ha** <i by the method 

f:eseribed on v;-;pe/-a^» Sub-grou- 8 fi a ad b of gr.^up A era 

aeaeabied ia th<5 jTeogr»phj? ciaee r-^om ?;ft<^ gjveu the follow- 

i ng i ns t rac tie riy : - 

•*2oday 1 eaa g: lag to tell j^- u the 
Btory of a 'a>urit?»in 61' i"r. M« 
piecu;-;!rioa fflii £>e yuppie eat e^ b^- irti-j ags, 
charts aa^ ieaterii Rllif^s. lay strict 
eit*^ tion all ^ »u hi^t-r end ^*ee ^or I 
Ra g:.>iag to giVf? ;au f. ttet at the fur- 
of the perioi' to fino out iiow auch yoa 
know ;<bout ai^uatain glac.Ujre»" 

fhe storQOptlo?.n l-^eture ^ af^ (llscuHSlon Inete^ 
13 aizmtes. .i ateaographer w- k ■ r^i^ent and recor'^a<^ Te:o- 
br.ti'a tht* oral pri.^ <^*r.tetioa« 2ha stoaogra, har'f^ re- 
port of tiiQ or?il loistractioa foiiowK:- 



281 



Oral lastruetioa Sivea to Sterepptieaa &roup 



'So^as I asa goi ug to tall ^ou a Btorj^ eboat & eouatain 
glacier* la the first piece, a mountala glacier i& thi© 
result of the aoouaiilatioa of a now high up eiaong the 
mouatala peaice, sat' ^ou eee here in this chart the fel£'b 
aouataia pefeka whore the Bson hae failaa t'own, jear after 
year, because they have contijoaal enow there, aof fill up 
the valle.v two ea<' throe hunrrof feet f^eep. Sow the 
weight of til© Bosm in the vHlley ceueee ice to fora un«^er-. 
uasth the glacier* i'hi« enow also melte er/ runs rowa 
jtt«t like you meke an ice bnow ball, enf* we have thlf; ice 
fojoiiig uatieroeath the glacier cnf Co\yti in the velleye. 
After the glacier ©oaep a trrnieaf^ou^ amount of enow &af 
ice, aar it btsgir.F! to rjovo elo^sl;; rova thf- T^li'^'i' b,', force 
of grarlty, because Jt wants to go #ora hill, aa^ it eiioee 
along fowa the vnllay. If. ;ou look at thie ell^e a aiinute, 
I will ehow ;;Ou a picture of the glacier. Pec, the snow 
hae aceuauletef hi^ up aeione the aountairt peaks anc' the 
Taliey ie fill?^ with tuiow, eaf unt'ernoatfc there is ice, 
a.ic; the e'-ia^i^r to the left ear* rigtit join in the big valley 
to fora another glacier, which foea ^owa aa^ hegias to aelt 
where it becomes warnu 

A peculiar thing about the glacier ie tho fact that 
fts it saoTee (-owa trie valley It accumulates a let of f'irt, 
rocke &&.<' gravel Gloog the lino, espeeially ia there, &ar ia 
here (the clark lioee)* 2hat is the accoaulatioa of gravel 
tioc c'irt an tha glac jar iaorr& '^ora the asounteiu tiCe, la 
this ehart j'oa see also represented thee© rocke here oa top 
of the flseie , which ie ia cross seotioa, an*' snoa© of theae 
rooke come fros the nif^e of the sou nt a in, some roll Town from 
the aouatala oa the glacier. Here we have eaother cross 
section. Uinferaecth (here) is the bottosa of the valley, aa6 
the sountaia efci?, aan here ie ice, B-.f- on eacb lif^e of the 
glacier we have a moral ae. 2ho aoraise is tJjie aecuisalatioa 
of rocke csk* dirt aaC grave 1, that w© hate apokea of, aaf we 
have ei^e ooraines aa^ thea 5ar«^i&l aaoraiaee. The ci^e 
laoraifj© ie eometlaee called a lateral moi^Jae. Sow the 
t^i^e ©oreine ie thf reiHilt of t>>e accutaalatlon of roeka 
along the &lre of the glacier noxt to the aouataia vail. 
Then «^ea two ^-laciers, one in each valley, come together, 
an* b^in to aove oa r'own into the valley below, tfcle 
aeeuaulatioa of rocku along thie Bit's &/i^ thjc sife 
(pointing) ooatiaie to aove with the glacier, an«* you fiap 
ia the :ai^fle of the glacier n pile of rocke an« gravel aat* 
stone, sto., «n^ that ie called e ese^ial sorelae, ae i have 



poiatdd out before* la thie pieture ^ou havo two ae^lel 
Borainoe, oae ©t thie polat, anf oae et this point (polatii^). 
Shea se tho glacier aovee ixloog rotm tba aouatain ni^e, 
it also carries a oertain eaioaat of rocke? aa^ grsTel with 
it uacerneath the glacier, &iia the material ua^eraeath la 
ealle<^ a sub>-aoraiae« Ihe eal}~£or&iaft ua^erooath as^ 
the lateral tnoraloe along the Bire, a.ir' the ae^^ial moralae, 
all keop golog fowa the valiej^ witJj the glacier; whea to 
glacier reaches the oeeaa, ear that aelte, this eceoiaula- 
lioa of rirt aii<^ stooe aa^ rock ear gravel Je left there 
ia great pllee, aa^ we cal3 that the tf?rmlafil or ea<^ 
aoraiae. Here we hare four kia^ij of Qoraiaee: the met'ial, 
the Birie or lateral, the eub or te^ialiiel. If a glacier ie 
goio^ aroua<^ a tree the treo ??ill Poaetioioe oaasfi a great 
deal of rock to stop bohia<' It, aafl we c&ll that e 'loralao. 
AB tbf> glacier aoTae f'owa aao «?hefi it hite a biamp, the lee 
eraekc an^ we get a greet erevlee, er eplltiiog of the ice, 
aa^ here it, the glacier soYiog f'owa the mouateia very 
alowlj^ la^eef', anr it hits this bump, eof &b it goee over 
the bttap it aakee o crack. soae timee it ie two or three 
haa<^refi feet c^eop. It is (^aogerous to climb !a the 
aouataiae, aaf these t&ea here are lookia^?: fowa into this 
orevloe maybe haac're<*8 of feet f'ec-p. ::omo times e aoaatala 
cliaber fsllB lato thie crevice une' ie ^llie^, -and the bor^ee 
are oot foua^ aatil the glaciers have com© iato the vellej?, 
whore the bof'iy 1r fouad ia the ice. 

Sow ia the aext slit^e we eee aaothar crevice picture. 
Blip with it a latartil ffioraioe* Re see there this great 
aeoofflalatiea of rocke aac^ gravel oa the top of the glacier, 
&&fi also 6 gr at crovlce ia the ice where the gl^ler ites 
beat over a slope in the aoanteim. Another curloue thlag 
about glaciers ie the fact tiiat certain stoaoe which are 
very large reetlEjg on the ice fom glacier tables. aiecier 
tables are es:plftia?^6 la the following aaaaer. Look at the 
little chart ^owa h'-rc. H^re is the earface of the glacier 
aa^ the stone rt-etiaj^ oa it; tte eua'e rays best r'owa there 
above, and ©eit the ice away froa the rock, all except l^e 
ieo right ua^er the rook, and ae a eoa^e uease we have a 
table, laa^e of ice, wi th a etoao reetiag on top of it. 
I'hat is what yoa see here. fheee are glacier tablee. 
Kaoy tifliea tlm stones slip off. ihero are alfo eose 
eroTieea which help to ®8ke thie look like ^ou were tmon$ 
aouataia tops. fhst ie how the glacier table ie foime?. 
3©w, as the glacier saovee fo-^a iato th® velley, aad sb 
the valley leade ^©wa to the aes or oceaa, the glacier 
will bres^ off aa^l form ice berge. I a the chart which 
18 uppenwet to tte left of th picture, the glacier has 
reached the oeean aaa has begun to break off, ao^ thesa 



283 



led laeTge are flostii^ awa^, m^ hun^rer^e of thooeaai^a 
of these ^remk off &a.( r^rop iato the Be&» :Ve oea 
represaat it here In thio chart. fh© glacier mores. 
down the aoaatela Yer§ elowl;^ uatil it hits the sea 
level, aar^ thea these great haaks of iee break off iato 
the sea a.a^ we have ice bez^* Of couroe, if ships 
rua iato the ice bergs, thej^ geaerally meet with ris&Btor, 
aai? of ooarc© they are Terj^ r'sageroas oa that ecccuat. 
Oa tho other haafi, if the glacier comes rowa the Talle;j?, 
as it (^oee ia maojr ea&ee, aai^ ^oe^s aot r^ach the sea, 
beeaose it is too warm, or the eea iB too far awaj', it 
begii^ to ^elt* HhUB, the glaoler begins to caelt aa(l 
la ffleltin^, of course, a great aaioaat of water rune away 
iato a eree^, ^af later the seeuaalatioa of this water 
forme a river, aar" the river carries the ui.t aaid roohe aaH 
Btoae ^owa into the valley aa<^ fills up the vellei-, rolle 
oat to the ooeea, aac forms a ^elte. inhere is a picture 
of oae of these glaciers fsr awa>' froa the* oce&a, bat 
which is Belting aa^ has reaehe€ thi& polat la the v&lley, 
aad a etreasi is formed; theti it raas ^owa carry iag; ^ith 
It this material of rocks ea^ gravel th»t have aecujaul&tec^ 
at the ea<1 of the glacier's trip. If we coulf iaagiae 
here the glacier melting beo^ ap to t^ie poiat, we woal^ 
have a river conlog ^owa here aa^ formlog a «^elts, bulif^iag 
ap laa^ la this faehioa; aat* then people bajlc' their 
houses aad live along the tiS& of thie tieturally forae^ 
delta or valley. I have aasther picture showing how 
the glacier aelte back to form & streaa. 'j3&e etreaa is 
at the right, ramiiag fro® ths glacier, &at tfc i o, ia tura, 
carries this isaterial on iato the valley, an^ eveataally 
it reaches the ocean aa*^ f ille out a big ^elta. 



284 



At the ©Qf? of the presentRtlon pfrioc" the 
groap w©e placed uat'er the care of ea scEiPteat and 
pae8e<^ to th» aeaeafely hell, where it ??aE give»a tfe« teet. 

Sub-ero^ps "0" »»*• '*^" of group I*, elf^th 

gra^e, followed eub-groupB "a" acr "b" of group A to the 

geography claes-reom. The following Inetractioas were 

glTea this olaea: — 

"fo^ay I am going to show vqu a 
film which tftlls the etory of a iaountain 
glapier. i'ay etrict sttezitJon to sll 
you see, for :ou will be given a test 
at the enf of the period to fia(- out 
what you know about aountsln glaciere.'" 

She fila iQEtruction laetefl fifteea minutes, 

Thie waB two mlautee lorjger than the time of iiijstruotloa 

givea tha other groups. The projector vl&bC i^aa a 

I»e ?ry portable which roqulred a rheostat af'Justment 

to equal the B-pe&e of the ixiaorlcaa projector. 'i-hle 

a^ju*i;tment wae not properly aa«5e,with the r-^Bult that 

the projection time waa fifteea sainutee iii^teaid of 

thirteen ainutee. (See page for an out Ha© of 

the film.) 



285 



Oa Eec^lsey 16th groupe A &ne B of the 
aereath grat^e wer® nneee iat© eub-groupe, feur to 
eaoh group, sa^* woro girea iaatructioa exactly as 
<?eeorlbeo above for tho eighth gra.?0 groups. sub- 
groups «e« sad "b" of group a. seronth grace/ racaived 
"storeogrsph** las true tioa ear eab-groaps "a" ana "b" of 
group 3,eevaath gret?©, recoivea •'fiia' loctraetloa, 

(4) gh» JeBte. loaio^iatel- following eaofc 
praseatatloa pe -iof the threo foia tost emcrihee la 
oxperiaeat aiae was aciaialst ©ret- to ©aeh group b; the 
writer's assistaats. 

Six woe^s lat»r, oa Jeauar^ 18, 19, aa^ 21, 
mooor^ tostB wore giToa the rospectiv© groupe to 
oorregpoa(^ tn the ^ates of the first pros-atatloa. 
Tha taotho^of giving the mmor^ teat s^ae the ioetruetl -ae 
to moh group were the Bm^ ae ti^ee glyea to the groupe 
la axperlaaat nioe. 



286 



aste ftt tfc« saise tlisa ^« pi^^m e©ll*«et^?^ from es^^rlastnt 
niae K«»re ©sore^ »a^ ^teeelk'^^. (for a fall feseriptioa of 

fBS a^UT^fSe papiia wbo ¥?9re s^$at frss the 

groups ^aff^ thrown o^t ©f tbs fla^l Ifi^Jml- tlon of gcsorss 

la ^t^&t to @^a»li e tfe« groapii in iKual^r, s.ge» Iftt^Illgfface 

etrtKstioa vt&^&r thfir rasp^^tlire huB^ln^ rogsr^leee @f 

tars 1»: th«i weight ©f a^tsife9rd» Seaea, thre?^ fr^ap© &f 

3? p-apils meh w«ra f^^aitS wfei-?5fe will 1>0 ^estfaete* s^ tfee 

tfer»0 i^li imt w'fsr* tuiwai'- te^ ;■» sbawa ia tablo ti* 



287 




















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288 



An «z8ffiinatlon of fable £3 shoves that ths film 
groupa Tc&ie the lowest score in eaoh iteig of the three 
fold teet. TMa earns result was found in experiment nine, 
fhe s3id# group i^de a sli^tl;^ hi^er so ore than the 
stereograph groap on the auction test and oh art test a 
differeisse of .50 points or 3,4 p credit and .11 or 3.9 
persMit respeot iTely. Sow ever the stereogiraph group sade 
a S3 ore hi^ar than the slide group in the cempoisition 
teat and total so ore by 3.£5 points or 14.0 peroent in 
the foxier and £.64 points or 6*4 peraezft in the latter. 
The total soora of both the slide and stereogx^ph groups 
was 07er 10 points higher than the film groups total soox-e 
which t4\en stated in terras of percent shows the slide group 
to be 36 percent higher than the film group and the stereo- 
gr-ph group to be 45 percent higher than the fila group 
on the total score. (iSxperiaent nine shcK^ed the ohallc:- 
talk groups to be 36 and 37 peroent higher than the fils 
groui^ by the total score in grades 7 and 8 respectively.) 

fhe meaory test reveals a peroent of loss for 
the film groajj lower thaai either the stereograph or slide 
group in each part of the test* This result is the same 
as that found in experim^it nine. ao?#ever, in the resid- 
ual score the film group is lo»er tlaai either tfce ^ide 
or stereograph groups, fhe residual scores aade by the 
slide and ste'reograph groups are too close together to 
8h<^ any advantage for either group, the total seo^re be- 
ing 4^ hi^er in the slide group. Bowdver, there is 



289 



oae algoifiSteat Hffereaoa b<ttweoa tt e t.i«rv7 -gra^h sa« 
slid? groups ae that le the ff.et tfa©t fhe stereograph 
group wrote « l8rg<»r aaiafeer of aoceptsbl© i^eas into 
its oofSpositSone then the aUeo grottps bj^ 14 peroont In 
the origlasi t«Bt ^ad.ia pereaat In tJaa aem rj' test. 
Ulrawir® th© stereograph graap sarve«8e^ the fiiai groap 
ia the coapogitlen t-et b>' 60 yeroant la tfe© origlaal 
toBt aa<? b^ ?4 r?'3re'^nt in the m mory test. 



290 



iJxperlflient Elerea 

PfiOBLaM. A thlra experiaent uBiag th© fila 
"Tho Stoxj' of a Mouataln Glacier" was orgenieea to check 
the resultB of experlmeat nine. Thie thlr*' eacperimeat 
was a oooparleon batveea the aacB.nt of Infoiaatlon gelaefi 
frora hearing a teacher tell the story of a jnountala glacier, 
illustrated b^ sketches, with the eaiount of information 
gained from eeelng one ehowing of the film, 

laSCHIrriON OP HUa SSPaRIMKaS, (1) Sub lee tP. 
Iha leal School groiq^a A, B, C. pafl t of the fifth an^ elxth 
graflos were seleetea to act as subjects in expariraent elovea. 

(r) Topic . She fila depleting the story of a 
mountain glecior servefl ae a baale for the Inetruction 
preeentea la exp^rlaent eleTea. The teacher, iieiag two 
charts ana om> blacJtboara sketch copied from the film, 
attemptea to auplioate the fllo'e material aa oloseli? as 
possible* 

fJ5) preBeatation of toDJe. On 3ammTi' 6, 19?r 
groups A aze C of the fifth ana alacth graaee respect iTely 
were asBeablefl ia the RJxth grade room c'oecrlbea on 
page J'Zl . jhey receivea the fol- 



291 



lowiag ioetjuptioae from th© writer: — 

"Toc!sy I aa going to ehow you a 
film which will tell ;oa the etory of a 
ffiouata) a glacier. How naoy know whet 
a gleoler ie? (Show of haof's lG<Ucatiag 
that rnr^ few kaew what e glacier wasa ) 
fay Ptriot attentjon to all you eoft, 
for i'Ott will be glvea a test at thQ enci 
of tho tcriof" to flaf out how auch you 
have learnafi about mounteia glaciers." 

Ih« film was ahowa the two groapB. The time 
iavolvefi wae thirteea miautes. (See page 2. 5^0 for aa 
outline of the file.) 

SlaultaaeouBly with the film instruction period?, 

groups B &nfi D of the fifth ant* eixth graces, respeotively, 

ware receiTing their oral inetruction from Miee Wiley in 

the fifth grac'e rooa. The preliminary JnBtruotloas wMoh 

were giTea to theee groupe followe; ~ 

^Totias you are going to hear the 'story 
of a Mountain Glacier' • How laan: know what 
a glacier iev (Show of haarsd.) Pay strict 
attention to all you see anr" hear, for you 
will be given a test at the enc" of tho 
period to fin*' out how ajueh you have learoefl 
about iBOuntain glaciere*" 

5?he teacher then began her c'iJBcuFBion an^* 

continued for thirteen minutee, A stenographer wae 

preeoot who took tho following verbatiia account of the 

teacher's oral i.'ustruotioa: -- 



29:^ 



Leal ^hool Lecture on 61aole:ra 
given by Mies Wiley, January 6, 19?P 



I am going to talk thle afternoon about a glacier* 
I know you people woia«^ like to knot? how much j^ou can flm* 
out about glaciers, anfl Mr. MoClueky ie ^jlTlnf^ thle teet po 
that you an(^ some oths people can fini^ oat about this* 

Just think about a place in the Northern part of the 
Uaiteci states, probably r"o?m in the Michigan, up in Green- 
land, or the aorthern part of the Jnlte*' States or in 
Canafta, where there are high mountainB, like these that you 
see here, like th<5 topp that you eee here, or on the black- 
board. In aaoet of thoee plecee it ie so eol^ that all the 
year around you hare enow. Shis snow gete c'eeper anfl 
deeper an<^ deeper, an<' the deeper it gete, the harr'er it 
pre£)@eB flown, until finally at the botton all that you 
have ie something that 1b Just like you haye in your hanfa 
when ^ou aiake a snow ball, anc ;, ou know the hsrr'er you 
preae it, the more water ^rope, aad the more like ice it 
gete. How when thie aiow pilee up like it <^oee, until it 
is three or four or five hunnred fret deep, then you know 
at the bottom it has changed fi^om buow until it ie ice. 

aow after awhile, it la going to keop prepeing eo 
hard that that which ie underneath Je going to pui>h out. 
It ie juPt like jou press eofflf" thing roal eoft, so that at 
the bottom somothing ie going to puBfe out. At the top 
of one of thear: mountains thie enow will begin at the 
bottom to pufih out and down. Sow how fast is It going 
to come down the mountain side? That depends upon how 
eteop your pnow ia. The harde you j-reBs, the faet; r 
you go. It depend© upon what kind of day it Ik. If it 
ie going to be warm, the Bnow will oelt faet, e.a^ the 
snow will come down the taountaJn faster. In the winter 
time, it will aove verj , Tery slowly. On eoo© i&ount&ias 
It moYes one or two inches a dny. On other aouataina it 
moTes two to four feot a day, and on eome mountainB it haa 
been known to taove fifty or fcixtj' feet a day down the 
mouatai n. 

Sow let ue look here; here iB the mountain and here is 
a mountain. In between the£ e two cider, and in between 
theBe is a valley, and the Baow from these two glaciers 
finally comeB into the valley and will beG(»Be one. 3ow 
when all that comae together, there will be placee that 
will taove faeter than others, la the center, it ie i^oing 
to move faster than on the eidea. On the mountain eidea 



293 



are little parte of lan*^ oa which may be treeie that will 
hol^ it back, whilo ia the aiicdle it will pash out like 
this. Shat which le oa top will movo a little faster 
thaa th©t tta<^eia©ath, after it has etartoc' f'own the 
▼allay. :^ow, baosii&e the mouoteias are aot the Bama 
height there ia Bomothlne going to hai pea to the ice oa 
the ijottom eif'e. ;;e are going to think that we are 
ooalflg to a place where eoae of the laa^ Jots out of the 
mountain into the valley, aaf it vill go faster anr? make 
a break. 3ow all theeo i)laeeB that break in the ice 
look eiiailar to this* 

Shese pictures show a erosB section. If I cut an 
apple la two, you can see a layer of peeling enc? a Isyer 
of meat, an«^ the eeeflp; that is a cross Peotion. If 50U 
cut across a tree like thie, j'ou eoe the bark and rings; 
you see a eroes soctioa. You <ttRt cut down the ai<'dle 
of thie, aad you have a croes section. This hae come 
down this Bi^e like thie, an<^ off this pLace you mke 
this crack or erevice. 

Jow as the ice moveB along, it is soing through aoaae 
places where there wae no ice, an<3 will pick up something, 
maybe some rockB, f'irt that ie very fine, enr' maybe rome 
pieces of graveli all sorts of thJngt?. In places where 
the iee block ie po f"eep, it aiay even rira^ a tree f'own, 
aflf? it will brifig that along rl ^t at the bottom of that 
ice. 

aow I want you to think ef the walk arouni^ the school 
houae in the pprlag, iifter the enow has been off the groui^ 
for a couple of weeks, anf! it has melted, aaf when t)»t 
finally f^oes go away. You know how dirty the 7/alk looks. 
'jDhere are great layers of rirt that have been left there. 
£hiB glacier comes rcwa for a way enfi it (loes not move, 
©n<^ right there i?here it etopti moviag: naf begins to melt 
back, it will leave thie rook an r' ^irt arir' everything, en6 
that (^irt anf" material which is left thore 3b railed a 
moraine. some of this r*! rt le carried underneath the 
ice, aa^ ti©t <^l rt iB called a eub-moral ne. The wor«^ "eub" 
aeaae 'uncier''. Horn we have two glaciers, one coming <^owa 
thie raouataln, an^ one ^owa hore, anr^ e&ch on© of thoae ie 
going to bo oarryji ag some ("Irt aaf' eome of this rUrt will 
be out oa the ric'e. There is aoDtber worf' that BieaoB plf'e, 
and that is lateryl, and that ie called a lateral moraine. 
'JfhUB we have the lateral Oioralne or nic'e morel no. Sow t^o 
of these come togethf^r ia here, anj' tiiere are eome lateral 
moraiaf^s here ea<^ lateral moraines here, anf- when the two 
glaciers come together those two lateral aoraSnef? here come 
together in the center or mlfdle, aar' we have the taorlsl 
mox^lae. rhere are elde moraines, here Ie a eit'e aoralne, 
aat? these two make a maf^ial aiorfliae. 



294 



Sow when the glacier comeB to a place it stope aoviag 
snfl sneltB beok aaf the c'.irt iB left thsra, and thet moral ao 
l8 at the enfi of the glacier, that ie caller' a termiaal 
oioral^ie* SometisM?, we have a jut of this ice aac^ roeka 
eaf^ f'irt that is tippe<^ up, anc' we woafer what heppeue to 
the ice unde neath the rock. 2ho rock r^oee not let the 
light through. If it haxpeas to bo e big rock, this ice 
will aot molt uaj'orneath, aa<? the ice aroaar' the glacier 
that ^Ov»B :iot melt in celled a glacier table. This taovee 
6owa aa^ all thje here is ooeaa. Ant the glacier cornea 
flown thie valley uatil finally we have it here at the 
water's edge, an^ then whan it cooes to the e<^ge pieces 
break off aur' they go into tho water, end these are iee- 
berge. After getting into the water, those are very, 
very fiangerouss. Some ioe-bergs are eome five or elx 
hufi^rer^ feot tall, Juet a« the glacier wae when it came 
^wa the mountaia. How about one-eighth of that ice-berg 
le going to stay above water, anr the Tc.Bt will etey under 
water, so ;ou eee it in daigerous to ehips. 

When the glacieremelt where it is wax^, la the 
warmer regions, they are gping to leave a valley. Whea 
a rivor workB down into the rocks it is sharp ,• 

The glaelers when they molt baO leave a valley- like that. 
Shi8 haB gradually aielted beck, and that leevea a valley, 
aihie reprefcontB a valley?. iSow, what ie In the valleyV 
ffnderaeath that glacier was a BUb-moralno, which wae dirt, 
rocks, and vegetablee carried underneath the ice, and wl»a 
that ice melte back, your vsllev is the dirt, rocke and 
gravel, foxmii^ land, aar' those places in e river where 
they carry rJirt are called deltas. when a glacier moves 
back, the remaining dirt, rocks &ar gravel left ie called 
a delta, and then people coco out to build homes an6 
farsae, and cities and places to live, on those deltas. 
In lots of places S'laciers dig lakes loetead of making laa d. 
In oar aew ringland statee we have gleeier lakes; pieces 
where the ice wae cut out bj glaciere, anc theee are called 
glacier lakes. la Greenland and in the Atlantic regloae 
we have glaciers. 



29; 



fh© steaogrtt, bfir ro orted th t th« 
te-iohor, Mise ^'iXoy, Wlk-od very f^«i4, 9hich is 
evident '■Mh«n oae coapi^jre© the length sf her 
dieooaaisn 9itb that glTea h^r the writer in esi^r'* 
inentK nine nH ten* 

Durlnn e;.oh inetroction y.evii>^ asaiat-^nts 
recorded the .tteotiaQ of the r&plis to the re&ent-' 
atija in torsB of the q aber of ,mi ii» who 9ere not 
laying attention frosi minute to ^inate. (See r .g« ^^ 7 
tor deaoriitlatt af tnl6 aothod* ) 

{4i IM itSiS^ ^« j uriia returned to their 
deak-a fter the izu>tractldo periods ^tere brought to 
& cioae >ad ere giveii the three fold test deeoribed 
in ex|«ri^M^nt bSoe with the exee? t*on th t t:^7 re 
«i8kf>d to dr-w i cro8^<-8eetl^ti of ^ giiicier in add- 
ition to the dr iWlJige e lied for ia qmeetigma ly :fi4 ^0, 

She 23«ik}r^ teet vas odar&i^tcs'ed aa Feb* 
ruury 17, IjU'c, aix ireok& >fter tt^ origin i test, 
{ -ote: For - fuli .eeuaat jf the t<?0t, the jreiisin- 
ry inatruetioofl. and the methad o^ saorir^g th« 
pupere, b«o e:s orioent nine, |-4?ige#l$"]-2.^'^ ,) 

ftlKCJi*^, the ver g©8 ^u^de J^ the grsa; e 

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297 



&.« avoras® scores mafi© by the groups in the 
original test In exporiaent el«Tea ehow that the film 
groap ranks below the oral group in each gra^e in eTery 
item of the tftst except the nompopltion teet in the fifth 
graf!e« 

She oral groap eurpasBed the flla group in ttiua 
sixth grade by 31»d per eeut in the ruestioa test, by 47.3 
per cent la the chart toet, by 4r.«6 per oont in the coMpositlon 
test aa<^ by 38.2 per cent on the total score. 

In the fifth graf'e tiie oral group earjieef ec" the 
film group by 31.6 per cent in the tte. tlon teat, by r.r 
per eent on the chart teet, end by 7.5 per cent on the total 
Boore. The fifth srafe film groux was ai)le to pro(^uee .66 
Ifeas on the ayerage more than the oral group, a rifferen<?© 
of .5 per cent. 

In general theee resulte are the «aae as ttoaa 
reported in ex|)eriment nine. She factor which was not the 
same in the two experimenta wae the intro^ action of a (different 
teacher into experiment eleTen for the oral intBtruotion, which 
only serves to extabliBh the superiority of the teacher 
eituation on a more Bolir; foundation. 

Jh© (uemory teat scores show the oral group to b« 
hif.ther than tho film group la th« reeicual scores In tfe© 
'uestion, map, composition anti total, in the sixth grsc!e. 
Oa the other hand, the reelfiual acores raefio bj the film group 
in the fifth grade are higher Hism the oral group in the chart 
an« ooopofltion aooro. 



29b 



The per cent of lo^s m&f^e hs the fil^a groap ia 
the elzth gra^e is lotver than the chart group ia the 
ouestioa, chart, compOBitlo'a aar^ total scoree. I a the 
fifth gra6e the film group reoorfie^l a gain of 8.8 per cent 
on the uastioa iicore anfi a loee of only ,8 of oae per ceat 
oa the chart score. The oral group loat 40 per ceat oa 
the chart ecore &nf> 16.7 per ceat oa the total eoore. 
The per ceat of lose ia evexy Itee of the teet ia both 
graces wae leas for the film group except the fifth gra^e 
coapositioa score, which ehowed a loes of .P of oae per ceat 
lower for the oral group. 

It would appear that regard leee of the leagth of 
the p iiot' betweoa the orlgiaal test ati^ memory teet that 
the groups which reoelvefl pure fllai ioBtruetioa retala saore 
of what the^ learn thaa the groups which were expoeel! to 
aqy afflouat of oral iastruotioa* 

2!he atteatioa aaalyela esa^e h. the writer's 
aesietaats ruring the two preeeatatioa perioc^s^ shows that 
the atteatioa ia the film group was hotter thea ia the oral 
group. However, we flai' agaia that the film group ^i6 not 
pay oae hua^red per eeat atteatioa to the ehowiag of the 
film. 

She atteatioa aaelyBia which wae mafle bv the two 
aBsletaatB follows: — 



I 



A^BSfioa AMmsm mBmi¥Jiws 



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aroap B aofi P oral, fifth aa*? alxth gTs<'«, leal eebool, Jaa^^r^ 6, 19££, 

Obeeirer M5.ee ."Stuart 



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9roap A aa6 c flla, fifth aad sixth graces, I*eal school, Jacmai^ 6, 19i^Z 



O^bsexver Mise lleville 



Soto, fhe groups wer« togeth<:>r for the oral aa^ fila preaeatatloaBj 
henoe tho lax^^ doaher of pttpils in each £>@etio£u fho total ^mber 
of pmpils ia sttea^saeo at the r^£>e&0atstiea is ^toiu 



300 



CHA.ITSR X 
Sxperl ^ont Twelve 

PHOBIiiM. The purpose of experiment twelve 
was to oonipare the anount of InfornBtion gained from 
a alngle showing of a film ?;ith the information gained 
from a film presentation aocompu.nl ed by oral explana- 
tion durin^^ the projeation. This oomparlson aheoked 
the same comporlBon made in experlTnent eight* 

DSSOHIPTION OF THS aZPiSHiriiHT. (1) Subjeota . 
Szt>aps "0" and •'J" of the sixth grade Leal sohool wera 
aeleotel to act as suhjeots in experiment twelve. 

(2) Topio. A film different from the one 
ased in experl^nent eight was aeleoted for taper Iment 
twelve. This film was the same as that used in exper- 
iment six, namely. "Oanals in anlte3 States Hiatoiy." 

The oral explanation served to explain the 
topio as it was developed by the film. 

^ 3 ) "^be prosentatlon of the topio. On Jan- 
uary 17, 19££, group *'a" sixth grade I^al sohool was 
assembled in the sixth grade room and received prelimin' 
ary instruotlons as follcwvs: 



J 



301 



"Today you ?.'lll learn aorae thing 
of the influeuoe of oanals on United 
States History. Hoir many know wlsit 
a oanal is? (Show of hands. ) First 
yoa will hear a story ahout canals 
read, then you ?dn see a film on 
the Same topic. Pay strict attention 
to all you see and hear for you will 
he given a test to find out what you 
h ve learned about oanals." 

After the preliminary instruotions were read to 

the group the following dlsoassion was read* l%e. time 

inTol7ei in reading this disousslon was three minutes. 



302 



jlsaui^sloii raad ro groups 
in experiment 1£. 

g^MAi..^ r- UT;iJi.) 3fi?:>^ ^iv.'go:^^ 

As every ohllfi fcnoivs, oanals are dltahes frtll of wator, on v7hiah, 
unless Si.de .for irrig^^tion, srmll "bonts are to^'^el or f rfjpeiaad. t^nif 
people knoK- nothing more about thens. Many have not thoa^ht particular- 
ly of the reasons wh^ c;j.a^lij trerc built in this country, or have never 
leame<9 the .^reat extent of tho varioas a-iatl 3^st55n53 In iiaa three 
qtt&rters of a aentar;? a^o, nor indeed the i--.portar.39 of t^© onnal 
systema in uae tod.iy, Ifillioua have never ssen a oanal used for freight 
traffic. 

In dovfilopinr^ a na'^ country, oettlejnents and trjide routes follo^v 

coasts and rivere. If rapids or f&ll8 Ik the rivers oheok boat xMissago, 
oar^oes ba^e to he c-rrrlea ar >un<l i-uch pl^oes by won or benste^ c^aoh 
in usually o^tllei a portiigs. At all important pox't-'r.gos vhero trade 
routes persisted ?iftor tha pioneer d'^/s, oac-iiils having looks were 
built to nJlo?.' ptxsfiage, Vhen 1- rsror vflssels o.-ime i.j-.to a^;e, these cunals 
were daeponod an:i er.lursedt syfEo of thsra- as the Wslland and the Sault 
3te. Harie Oariiils- became ir.tern^itionnlly l?rportant. 

In tho sarltfT I'lys o.^ r*t.i:l<5r«?Lt !ihe sloi" rigtho^ls of oarryirs;? 
freight tnsde the ploneors ispfitient, loraes were not ploraif.l ana even 
a paok horse oou3d a-jrr;? little. Heavy p;-.soriS drawn by ox-toacs, "?ulos, 
or horaes v.Qid eict-iir-yivsly utllizoS vhsra oosan, hay, or rivar v,'ould 
riot asrve; hut even this aonvayanoa on the best of roads ^'is Inidequtte. 
It v-aa naoegs-xry to talto th^-^ pro huts ^r Iho land -ini of tho various 
anteill inciuatrie© of tho 3^'j-:itry to atrkot &nJ to distribute tho goods 
from abroad to the Intorior distriots, rhersfore it r&s profitable 
bo Oftrry the larger lo-^^ds on boita to^^'yd throa-"Th O'^nnla, built iTom 
one seotlOR of tYio aountry to arother, fhus goods In quu.ntlty oould 
ibe tiunaported to inland airtribi'ting jentors ir. lose time anc? ith 
loss e-srpenae Ih&n by v agon, Thare :orG r£i.n^ c-:irial ssy atoms of this 
5h'-iraoter, soma of thsra hiving oofiJideraeio short 3ide oonaia or 
feeders. Tho Oaraberland vanil Systes { Ohesapoako and Ohio), tho iSrie 
5an\l SyRtoffi, -.n--^ the ayst'^KS ir. Pennsylvinia, O^io, I^jfliana, arsd 
Qlinoia, *.ll h:id a m-irked effact on the ooifisriarolal developmaat of theae 
Jistrlats in the first h?ilf of tho ninotaeMtb oej.tary* In f--'.;t, al- 
though thia group -f^^a tho o:it^rov,th of ooi.diti «na viriain.i with explor- 
iitlon, its oanajs vroro for a Ion..;;; t5ri9 rore irj|>ortaiit uxA extonaivo 
tlian the earlier oanala p^at falls and raplia, sush as tho ^ielland 
md th*? Sault 3t, ilaris. 

. This inter-regior^i ounal, eollpsad aarirag ths aiJidle and latter 
part of tha nin«JtQ':-^nth oer.t.Jry hv tho dorolopTnent- of tho railro&a, 
'!iae In the l^ssl. tlur'^y ye^^rs oxporieaoel ^^ ^rotit r^ijjonoraiion. The 
BOst oonspioious esiimpla of a li-rpo osnal system rhioh n.':.s "come 
baek" is tho i'rie Oan;*l, Wirtiylly roassdo and partially araocoaded by 
the S«vi- jfork State Barga -anal Systera, »hich porforics Sn a l?ir,:^9r 
?ay the same functions us tho old iii-is OanjJ." H-vns are bein.3 considored 
for tbQ oonstruoti^n of Imraonoe no?.- Sj-3t«!ra tbrounh territory -previous- 
ly servoa looally by older nnd smaller eystems. cJonspiouous esaiaplas 

the 'afces-to-tha-^^ulf av,d the (Jreat Lakos-rit. L>irrsnoe deep w%t- 
trways. It is bolloved by stipporters of tha projoota th^it if these 
Jannls are oompleted thay v?ill effect an lianenae saving in freight- 
jarrying on ©any artioles. 



< 



303 



Iiaaedliitel^ after tho preliminary j'lscuaalon 
the film i?aa prvojeotod before the gr jan. The film 
Inatruotion cansaiaed fourteen ralnatoe. 

The film as projected le dessribed in exrerl- 
rnent six* 

Group D of the sixth grade Leal aohool followed 

group C to the sixth grade rooE and received the proliia- 

in ry inatruotlon which follows: - 

"Today you will learn sonsethlng 
of the infjience of oanals on Jnitea 
States rll story. How nrmy know ■^hat a 
oanal is? (Show of )&inds. ) First 
you «,'lll hear a atorji« about oantils 
read, then ^ a vrill see h filra on the 
samo tolo during ??*^loh oral explan- 
ations will be given, Pay strict 
attention to all y u soe ariJ e r for 
you will be given a teat to find oat 
what 'J on h.ire learned -ihoat Otnals." 

The three m'nute preliminary discussion read 
to group 'IB read to group X>. Tlhis in turn was 
followed by the projection of the film during which 
or^il explanitlons ^ ere given to the groups as the 
topic vas developed. The period of Instruotion was 
fourteen minutes in length. 

Daring eaoh instru^tifm period an aaslstant 
recorded the attention of the S/Upils to the present- 
ation b,y estlTS'itlng from rainute to ainute theupils 
who were not paying attention. 

(4) The Tests. The testa were adsnirilster im- 
mediately after the olose of ea3h instruotlcMQ period. 



304 



n»s« tests ware two fold is natnrs ottlXIxtg first 
for answars to qu^tions and aeoozid for map work* 
A desoriptior. of the tests is girem in exp«riiseat 
9ix^ pages 2?^--^37» She t^ts were the ssae fts 
those used In ©xpoririont oix and wore adainlstered 
riKd scored 8S described on pafees*^^'^''^^'^. 

I'he memory tests were ^iven nine weelot 
later on Maroh« 14, li)SS. 

^H£ E^gifS* She results of this ess^eri- 
anat &r« shown in tabl« 2Sm 



305 





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306 



An axaeinitloii of table £6 ahows %ho.t %}m fllpi-'fealk 
group B a Ada -i soore on aaoh itan) of the test highor than 

the film group 0, This result le the s^nne reported in 
axperirs^nt eighti. Henoe we fir^d in two ©xporim^nts Eakiag 
tha aa-roe oomp-^rison, in tc o uiXfareet sohoolgi, aslng two 
difforent films, that tha same result obtairjs. 

The filiE-t.*ilk group is superior to the ft la groap 

b^ 16 peroaat in the question tost, l>y 55 p'sroect ir. tha map 
toat anJ by £0 psroent i/i tha totil soor0, 

Thd nor?orif teat rer#»al8 tha ^^rs^ T«l:itionship betv^ean 
the two groapa ^ith the excoptioii oi the map saors. Uora, 
the film group rocords a .^ain of Cd»^6 p9r'isri'i.t this If^rgft 
percjont of %:ilri ia uot ariaau&l in 7iy<v of the fs.ot that tli« 
&V6r?.igQ saor^ laaa© was only l.Ssi polutss. 

rh© pt»rcj«nt of ioas is Iqb^ Iot th« fils group than 
for %he fil!2-t&lk groip in sash itam oX tho tost. This rogult 
la the mmn as that reportea In ©xp8rls*®iit di£tht# While 
«tplan&tiocs gl^'en claring the showing of the filni a^i^m to 
©nahls ths pupils to I'orfQTm better ir. an inforaiatio/i ttst 
they forget a i irtjer psroent of the sat'jrlal thas aoqairsd 
than the iiistrdstad film group, ■^owevsr, ths resi^arvl soor© 
lor the fils-*tal.^ groa;.' Is still hi;th4-r th&n that rm^'is b^' th® 
fllra group with Vne ono sxoc-tioB, 

Jh9 assistant ^tiixking the attantion analysis hsaatr-e ao 
Iritsrastefi 1b tha rilm whut her raaorcl «i&s without value, 
hofiOQ it ia not ropoitad. 



30? 



iLSy, file tilma th t h t^ boft-i <^6BcrUsed la 
th« foregvirig Qhaptey* ooatfti.'i a amall ^joro-at oJ aotion .ictures. 
Uhle f fft le i*fjacn«tr- te4? 1 ft eh ptsr thirteen, Coosa ao tit ly th© 
wrJt<5»r parto*"e« to teaure tx flla *h«r«-l^ motion w^a rm f-^sse. ti&l 
), rt of tho a'5Sfliirji? cf th«* iotus-r*?;* .Fir^alTy p film ■' ■ foun^ 
wliiv-ih r-ftrved th© perjso.a w&sb f»»rtB of it ''©re use^, 

fho "icfjar.taftat w%8 or^ranlpee to e^tipf^r* th:> i^foxta- 
stlofi ep reo b; :i ila fnoai 0:u? pro j.-:^ctJOi'> cf th -j.- t'/' rte 
of tnii- ^^iov W'^ii in mansion, with th-- Infi^isif'tior. gBl?->^c fvosi o e 
©howi:.i.r of .4? -' Ptlll v'ifitar*?. fJuch ;-> comp-ris: .^a vass 

ffl®4a /,0£J -.ibl" ii^ "ii- i --vf thfi .im^srlci'-tt projfii'tor. . 



5y?>aj.;« A, '5, r, ari« r of the B%h '^n^ 6th gra'^is 
'.'sal imbooi 1L»at&^ fco i;et s» stife^^ts in exparL^oat tnir- 

ta u« 



it] '£02i£.. rhe f} isa which 



aad to fe<i suit- 



«blo for riXj^rifumt t' irta -.i w«f! «atltle^ -''^ tr- u&o-.** in 'jnite<? 

Btr'-:^ hint. '.xlf s p- rt of • . Captloae 

s:;;r.kt.-- 1 , , , ■ ■ .: ' •^, ? , 

af<5 . :■ .-iloats*^ f2?o* t;:u4i f Isa to • /i-?w Btrj;t;j^ i;<f1;laa 

f J loi. .c.-:..' v-s^fi tvsO a.a?! ■ ^a&t i«&5fil!ng i--^pg-i, 

6©fiao8 h, , •^w«^«*' csaoii&li:. of the '• ^^^ tfiWiuOut- in (ftoth-a, 

fhr three l:.ttfU- i4x-iu.yrt vm-'d of t^f' stJsifitee esrtooa t; 5.©. 

^<'^^ t5ont? tK; ^.i o f thfi 5 Oi;J.c. ■ •■ Jaaanry iii. 



cJlitt 



&saemt»l«d in the sirth grade room and were givoi the fol- 

Icwfing prollininary instractiona: 

"foday 1 am going to show you some pic~ 
tares of early atoamboat models. I will 
ran a sooae throu^ and then I will stop 
the film and ^ou will see nothing on he 
soreon for a few seoonas then I will show 
yoa another soene. Bay attention to the 
sorane at all tt«ws for I am going to give 
you a test at the on3 of the period to 
find out what you have learned about steam- 
boots. Before I show' you the pictures I 
am going to read a description of these 
8t«ai&b<»ta to you.** 



foil ova: 



The desoriptlT© smterial read to the groups 



Discussion of 3te«ynhoat8 



I 



In the pioneer days of this oountry the rivers 
wsre doubly valuable to the settlers. They not only car- 
ried the nm settlers to their homes, but also boonme 
the natural paths of coimneroe. The settlers found raach 
of their produoe too bulky to transport by means of paok- 
horsQs; bit it could be floated down stream on flatboats 
or rafts. On the quiet rivers sailboats were used both 
up and doim stream. Far lighbr loads and f&ster travel 
oanoes were used, //ater transportation nevertheless vm.B 
ox'ud© and difficult, especially up-stream, for all early 
types of boats were to 8<3ae extent man-propelled. So, 
if the iownstre^aa trip was a long one, the rafts ana often 
the boats wore sold for lumber and the return trip made 
in sorae other v.ay. Settlers in wast am Pennsylvania and 
the Ohio territory, vho voold float aownstreaiD to IJev/ 
Orleans v-ith ^*0ir produoe, and then 30 by stilboat vlth 
their exchange goo'iis to some eastern port, fiom there 
taking wagons or pac^. horses across the mountains to the 
h®a^d-str«asi0, whence th ay aouia traveldown-stroara to thoir 
howes. The tiiae and effort required by suah long trips 
rr^ie a n«s laotlva cover greatly desired. In jonseqaonoe 
there were nmny experiraenters ^^Ath steam. John Fitch and 
Oliver iivuns wore pioneers in operating boats by steam. 

Fltoh»s hoa* ^^®® operated by long paddles lilce 
oars which were operated in two sets on cme side of th© 
boat. >.'hile one set was in the water the other set was 
moving forvmrd to be again dipped into the water on the 
return stroke. Thus the boat was propelled thru the water 



Soy 



b^ the alternate strokes of ^e two sots of oaxs* 

Robert Fulton too experimental with at^ra for 
boats. His "Jlormont*' was different from Fitch's boat 
in that it had a paddle vrheel on the side. This boat 
was the first oommerc ially auocessful boat in this coaa- 
try» 

later "stem wheelers" or boats v.ith the paddle 
wheel at the back were built for travel on smaller In- 
land rivers. Those boats helped build up the aounir^ 
by transporting gooaa and persons along the river rout as 
throughout the country. 

This morning I am going to ahov; you piotureo of 
these boats which I have just told you about. I want 
you to look at them St: that you may seo the differeaaoea 
between these early boats. Between each picture there will 
be a tiiae of ten or fifteen seconds when the screen ^ill 
be blank. This time is to alloif^ for ohanglng the pioturss 
so do not lot it disturb you. Gi\^0 the pictures your 
closest attrition, for I am going to ask you to write 
about what you have seen and heard. 



310 



I 



'fhe film presentation reqairei four mintitos of 

actual pioturo inst-x-aouioii. VlO'A©vQr, tho invitraytion period 
was seven Dinuiics long. i''h'j film had to be stopped at. the 
end of Gaoh s3~-r-Q an'" caption for fKs sajr.e len-th of tisie 

it to<5k to r-.^. [.-i.^^^..^.. that scene ^r <i..-.jj\,lou, ^Iiii „ro3Qd- 
ura wag necosoit tc.^ T-7 l?- a faat that ■ hon ci loan'? or eap- 

ti-jii was she :- Lo . :. ^rw..,.,..^ v».j a ' • ■• ..ll' ^liO time 

eonaamed in rufliiine - ^ ■''''■" through the pro ,3 eo tor to ths 
next caption or scene h.. . „^ ..e duplicated in the I'ilin pre- 
sonteition. That is, auri-ng the Btlll picture oreseis tuition, 
which Vv?as the iiame as a atareoptlcan slide projection, tho 
Boojie ?.i:B lirat shov;n still for the same lengtli of tima It 
took to shov the scene '^'hile the film w 'S running through 
tho projector. Then the l^ns ¥;as covored and the film vf.is 
run to the- caption, The time interval im-olvea in running 
the iilm to the next "still'' captioti or scene v/ae duplicat- 
efi in the film prsjontfttion. 

The ti: a intervals v^jer^^ detarwlrieS hy carefully 
tiisinf-c the film ?-;t a tsot speer with a £,top watch, scene hy 
fcscune and caption ., ;:-ption. Alcied hy an assistant the 
writer v/as .::blu to jt::x-t itna stop the wjohire, ftar some 

pro-otictj, ^- V....... 1,.^^. ■..!... a iutarvala ^ora c.^ .:;. j. .; .. j-3u in 

Oiijh preiiot- laLion. The :\£:L;lst-i:it si;;n"^3';- tho v^rlter vrh&n 

to ,i-j<:.x:\j ^... ■- ;<-.2j ^.j .:^,J^ ...i^ :,., .1... , c;:.. - :, Ix. ■> ■.:',' 1 .^:- x/SQ— 
viously detormlnQd '^iith a stor watch. 

The outline o.f t>'<=! filri^ -f n:i3 o>-s: - 



311 



S0BOOL7ILMS 

aitttox^r VIII 

XHK S£SAiSBClA£ IS UMTSU SfMISS BiafOBT 



Sooioty for VievMa Sduoation, Ino* 
Ohloago. 111. 

£h« following oaptioas imd 
BoeiMB w«re takon from the flliQ 
by th« aboY« titl« for use In 
«3qpBrlni«it tiralvB* 

( Titles underlined, } 

(1) In the earl y days. tranaportBtion by .wf r was slow tuad 
laboriooB 

(a) i'iotare shoim of man propelled oanoe. 

(2) John Fitoh prored (1767) that a boat ooold be propelled 
by a team power « His indention had laaddles like oars . 

(b) i-ictore of early model, aniniated* 

( Z ) hobert Fulton built the first steamboat to aohieTe real 
oomraaroial ancceas the" Clermont'" launched on the Etadson 

(o) Cloture of anioiated model of "Clermont' shown 

(4) ghe "Bolyolce'* a type of the atern wheel ateaaer built 
for inland rivers 

(d) Picture of aniwatefl model. 



312 



Groups B and O of the fitth and sixth grades re- 
spectively were assembled in the sixth grade roor after the 
instruction of groups A and G was finished. The preliminary 
instructions read to groups B and B follow:- 

"Today I ano going to show you some pic- 
tures of esirly steanhof^t models, lart of 
the time the soreen will be blank while I 
am getting re-^dy for the next pictuxe, i^ay 
attention to the screen at all times for I 
am Going to ^^Ive you a test fA th^ end of 
the period to find oat wh^t you hr ve lerrn- 
ed v^bout 8tea?aboat3, I am going to read 
ft description of these steamboata to you,* 

The desoriptive niateri&l read to the groups wfes the 
uam9 as thst nuoted above. 

The four captions and four scenes were then shown to 
the groups still, the instruction .eriod lasting seven minutes. 

Drawings of the three stesunboat models eopied from 
the film are reproduced i:\exti Vy photographs taken of those 
drawings. 



313 




I \ i I ; 

i /// 
if) 



I r 1 









' \ll V 



I if 



C9 



314 




i 
I 

o 

m 

m 

& 

a" 

■4* 

u 



315 




316 



^*J g ^ e ToBt . .fter '^ oh prewentRtloa period the 

grrnius reriUae?- th«ir .e ts aar .ere giTea a threo fol<^ test 
coTarlng the i.iB tract ion Juat received, she tetst r nsietef of 
cueetioaa, nt-steaeats seklr.g the imp^ils to writ© ; etiorlptlve 
peragraphs, an^ >'r?;wi!igs of tht* moflelf;* She jupils howevor fail- 
ed to write r-iO.e the.a oae or two rentencsB for the c«0ge-r.Vptlv« 
paragraphe heaco the Question soors «n«J "coiapoBitica" ©fore wb8 
la!a:,ec> together ia t-o final tabtU-ati oa* 

The ]i feliairiar. iostrafttioafl glTen ah group before 

taklag tie test f> re •' follow.;:;- 

"S'iret write ;'oar xi me on e- oh she- t, thea 
put : nir srs.< Q Biif? the 'rte . n. the first &ho t, 
Aag.er as a&ay of the uoatioaa as ^'oa cva by 
filling ia the blenk apaoee. You v-lll be givea 
time to fjiiii^h. "^ 

The inomory t^sts re re Rf^rat nlstere*? 10 we^ks later oa 

iMToh r4, 19F?. The upils retn j rift«l ?.'t their own sente ^nfi the 

followlrtg pr«15maxary instruct ioas were rea': to o^-ch room bj? 

th:> V. rit- r:- 

"iiow aian^' reruerfiber tho Btaasuboat ^ ietures 
w;.ich I Ghow0<l jou .- ^me we ke ago? (Show) 
of h^.ads.) !i:o<^av I ea g ing to give -ou b 
tost to oe-; hour much ;.a rsBi^oJ/er about 
the ster3ibO: ts, ft rite j'our atae on ch 
theot, thi'-.i .at ; -ur g2> ''9 : ?ir= the ' -tc on 
the first he >t. /^aswor just bb iajHn>" of 
the guest TO liB p.s j' u opn. " 

fh© questi nn teste were eooref' b;^ the writer's seoltt- 

afjte a first tiiae aa^ reeeored a eoond tlaie at a 1? ter t'nte. 

The GUostJoas au** eagwer kej? use^ ia experiaent thirteen 

f0lJ0W.~ 



317 



Stesmboate 

Eaina Grade Jata 



1, In the early days of settling Amerioa water travel 
was Blov? and la'borioas beoause the settlers had to 
use oano^ most of tho time. Jescribe a canoe in 
detail. Draw a picture of a canoe on the back of 
this sheet. 



2. Have you ever Been a canoe? ..^_,____ 3* Where did 
the men sit in the canoe in the pioture? 

4. Where in the canoe do they pat their goods and 
things when paddeling down the river? __>««. 



5. Row does one raake a oanoe go thri. the vfaXBT'i (Tell 
just those things a parson must do to make the oa- 
noe move. } 



6. Who proved for the first time that boats could be 
propelled thru the water h^ a steam engine? 

7. At what date did he do this? 



8. Describe this fi ist steamboat in istail in the space 
belo?;. Draw a picture of this boat on the baok of 
this sheet. 



318 



steamboats — 2 



9. How did the engine make this fl ist steamboat move 
thru the water?^ 



10, How ijjany sets of paSdels or oars were on this boat? 



11, How did these paddles w^ork. to make the boat go for- 
ward? 



12, »(hen did HobertPalton* s boat the 31aiTOont make Its 
suooeasful trip? 

13. In the spaoe below deaoribe the Olermont in detail, 
(Draw a picture of it on the baok of this sheet.) 



14, iShat made the Oleimont move thru the water? (1)^ 



15, Where were the paddles on the Qlermont locatei 



16* How woald tliey sake the boat go thru the water? 



17« How did the paddles on Lhe Jleriaont differ tr&m tlasse 
on the first steaaboat? 

18, Would the Olermont be able to go if the engine broke 
down? How? 



319 



I 



ataafflfeoats -^ S 



19, 'fhe Holyok« was ballt f»r istXas4( rlvara. I^soylb< 
thla tMri ataamboat in datail. as* the siaaa >5s- 
la^, { Drai? a plcfture of it an the batak of tMe 



E0» Hoe? iid tli9 ilol^oKo iiffer from the first steaieboi^? 



































■• 


ilm 


aid 


th© 


Eolyolie 


ftif far 


froB! Faltoa's 


31«i«aoGt? 



































££. How did th9 iJol/oks go thirai 'vhe «at9^ (2«ll Jast 

vvhat isa«l0 it move ani ^tijr. ) 



£S» ft1i9r« «ms the pasai© wisasi o» the iJlifoka?^ 



34* laTe jem efvsr seon a steaisboat?, 



§• If you hare soea one «%^« aid ^ou see itf. 



320 



Connect aaezer key up.e^ lu experiment thlr- 
te ^a« The iOiat rvlu^- of ercL <|aeation ia 
bracket;?, i. question fiayk in e brscVet 
mo&ns that the Ta ae of thf.t ouestion ne- 
j.®afl«c 00 liUpile ferti. itv of t^eeerlption. 

(?) 1. .ao yolat give a for ©eeh i<?e8 use^ In eeaeribi.ig a 

cacioe correctly. 

jrawlag She drawing of thQ oanoe; score one point for e&eh 

(6) of the foilowiag it^-iiB r'L<pro<i;u<saf? Ixi their correet 
rel'tioaships, sen la front of c&iion, a&n in atera, 
goocts in mi'-'-'lo, anoo, pacSftle ja froat, ea^ pa^{^i» 
ia r©»r. 
2, yeB or i-io, (no Brore f^r tt.JG iteaa) 
(i) 3, Oa In ef^ch end of tl-o Cju.oe or oaf. in front nar^ oae be- 

(i) i. la th0 ralfttll^ of th« cf-ao© 

(?) 5. One poiat for erch i^oa forreftly describifig the sctioa. 

(1) 5. John g'itch 

(1) 7. 1737 



321 



(?) B. oae poiat for e. eh Iflea aft©'' In c'esprlMag Pitch's 
boet. (Eefer to eh<irt. ) 

f8) Irewingt- 8cor« one fj^.^J ;.it f^T BBe-h of the following 

it'?Ei« r<^pyortttc-g<^ iA t);eir eoifr-^et y^lwtl omihipe, front 
est of j«^'ti«ii5, r©!rr n«t of pe^cj.*??-, onginf , wml^e 
Btnfi'k^ s'^.ke, esbrn, na^ner, str.H the hsat. 

(t) ^» 039 polat foy «r0h l«?9rt a««a la ,^^nriblng tka aotioQ 

(1) 10, fsrn 

(1) 11« Mak ^ at'! forth !n s cir'»mX?'T aotion ey a-;. anS '^owa in a 
elyaul^r motion* 

(1) 1?. 1^0? 

(t) 13« 3a^ paiftt fi>r Qfioh i<!^ft ima^ In. '^^aoTiMi-B t-** Cl^rsent. 

(If) Irawlagj- seor** o-ae polot for eaah of th« followlig i- 

wheel, padd^lg or. ^he**!, fyoat saet, fwat aail, stdrn 
a^Bt, gtsra eail, rtJ^bia, e-^lae, Ptjiofeo et.He-fe, giisok^, boat. 



322 



{£) 14, (Ij paddle wheol or steam englae .^oyo<5 oad 11© wheel 

(g) Sails 
(1) 15p On wh© 1 at ol'-^-- of bo t. 
(1) 16. By going rouad t^na rouac tferoEgh tLe wsta • 

(1) 17, rsfidls tvhe 1 inste .-^ of loag oare, 

(2) id, Yee, by sails. 

(?) 19. ae poirit for each correct idee s^xnrerged ia r*>ecr'biag 

th<? Hol;;ok©» 
(10) Irawiag;- Ksore on^ .oi.it for eaoi: of th:^ fo3.;.owirig i- 

teas r-3i>roduoe^) in t/.eir norrect ^•elat!oriKhl2^&; pandla 

whe^-?!, driviug e-h«ft, engiae, o bin, ssoko stenk, ;-aok9, 

naset. ruddy r, s.^h i>o^t. 
(1) BO, Eac pafifiio whe 1 at bsok iosteif? of loag o. re, 
(t) £'i. (a) Hol;/Oke ho^ pa<^f^l® whs^jl at Baffk aad (b) ni> sails, 
(?) .?: . O'i^ oiat for er.oh lo'^s correctl;. sxi'Teet- log the fictioa, 
(1) P3. . At l>ack 
£4. ( rio aeore) 
^6. (no score) 

2otal ^.<sore 54 poitits 
I rawing i-coro 36 poiats 

(aotei — 

fhfS c-aBrjriptiva paragraphs ^-r-re inteiito^ 
to ssTYs ae T. eof;trali^>ri oosj OBltiO'i t'^ict. 
How^T#r, the oui.lls speat mog^t of their tim& 
on tfee ^:rf^vyi-;gs aiu"? wrote onl^ ?■ f-^atdnce or 
t55'0 if an; tr-iag at all in afis?»er to the <^'->s- 
oriptlTQ exercise, Ovwstloae g, ES, an?? £5 
were iatefidoff to hsl-; tha f^-riter sr^elyze tha 
raspoas68 la torais of the iTeV up exper- 
ieae© of th^^ ; lipilB with ete^ nbopte. 2his * 

aaal. ^*is did not pTOVQ x^rofi table. ) 



I 



323 



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324 



325 



ThQ flim BtQu: -rii^B m'x^e higher 

S30jr«& ir* d&ah Itsia o; .. , j fifth grud© 

t ha f Ilia group whloh Sat, tho i,ioturoa svia© a 

score 2.^57 points or £9,6l highar Uian the slja© group 
otx the drawing -^sn-i 4.S8 pr>iiits or 3S«8 iS higher th^in the 
83 Ida gro-ips total soor®. In tha slxtb gruia thes« differ- 
enoos aro 2.00 or 16»E % 4,00 or 51.9 I anfi 5.00 or £9.9 w 
r<58j>©ctitr9ly in favor of ths ftl!!i group. 

fho fnarnor^ tost rosl3xial scores B'novi that th© 
film group is a..?alTi higher in oauh itota of tha tost in 
both gr'^aos. fh*? par oent of loss in tba total soors in 
both gradas Is lower ii. the slide »?roap than in the film 
groap, th© per asct of loss on tha rthor itorsa la irros'«^l'ir 
when -aoap-ared group to group &n^ gr^i'^s to grade. Thia is 
8l,gBifi<3'mt and ta*:9n wlt^■ --•'svious experiment® «?otil'3 

SQota to indla»:^te' thnt a great'sr f»ffr o®nt of less ia to bo 
expootoa in th« group usaMiig the higte«r sooro, perhaps 
bocau39 tha^ «xg«11 in the laore diffiovilt pnrts in tho 
first teats. 

All of trho por osr.tia of losa are amail in yriavi 
of th« fant thnt tha twists wero tti's'ori ton vei3}i& nft«r the 
original toBt. Tha %mo sliae groups eT^R recor-led a slight 
per ooRt of inoreniso In f=h® Sr^riKg t<*at whiah cp^y T?9 -^aa 
to thoir chsokir:^ •-- :; *>^<7- -*«--.^ ....... -,^_ ..,*.. ;3*^^« 

chiliron In th« SKr.-'>ri^:;:n-x., 



I 



326 



CHi^fisa III 

."S^BLM* fhe fiasl ex^* rlanat i-aru-oyedi to 
obtaia firom i iipils ovK^eoca of their abllJty to seeare 
laforatitloa from a urd . of geogjfaih^ teugfet with the 

aic of stcroograpLe, ag cofflf^^rc*' with the ioforsaatSoa 
gnioBt from th© scra<» anlt taught with the »i!<^ of eter- 
eoptleaa eli^See* 

I/»SCR24*fI:)3 OP SHS :iX, i^aiMi?!f5* (1) Subjects. 

Group© C na^ X, eiactfe grr^M'--- ^'-^r- nt^^f' s,-^ i,ttb- 
lecte for ssp^r^aont foarteea* 

(g) gopieV Tha aait teaght was "fh© Mft?lle 
Atiaatlc St tBB" which me tli® next to io to be stuf'l©^ 
la tfes sixth grere geogmphy cl'Bf!<*s ct the tirae the 

i.he 8ll^<3S :■ tiii t?ter€rograi;:h«5 «are eelactf^^ 
from the :-.. etoae **600*' e©t» ©faCh stersogr* h '^'•^ ng 
('upilc; t .'f* In t e c-ormej.oa^lRf elide* 

(3) fhe preB<?at tlon of the to pie» She 
prifiClpBl of the Leei s<chool, Mies Wllej', coEt^ucte^ th© 
iustrootioa of each elnes durii^ the eatiro period of 
the sjEporlaea!;* 2he stereograph grcap gttertec' its 
stii«?5r perlof! at oae thirty? ia the aftsraoon* Sta^^ 
quostions prepare*' h^ ^sa Wlie^? for eeofa fl^i yad the 
tf;xt assjLgaaiBrit, i'>-^Tve^ bb t. b-tile for the pUiile* etuf'^ 
'<vhich V/S8 sapplsmenta^ h, the Eejjstooe 8t®r»ogr»i:hs 
ssf.^lg'ae'' to th'!t r'ey**? \?ork. fhe etury ffrio** ^^^as followed 



1 



327 



by tfe® rsclt«tloa pe iofi «&©& perio<? beiag £0 alaates 
ia leogth. 

She stu^y p9TioA ws© euparrlee^ t»y Mlsa Wlle^« 
S^Tentesfi oopiee ©f »€+ch sterraograpfe were evpllsble mak- 
ing oae Qter'sogra; h to ^eeh tersoaeepe feuc? ea« etereoecop© 
for orer^ two patlls. 2h© ster^ ogrspfae w&rs l»sa©« for 
the oKy risaeat by th» K(&i8to«M» ?lew Co. 

Srou- J etartod ite ta<^ |>erioc} »t tuo o*<jloek 

text ssBlgaaeat for that «^B;f« Sheir sta^y a- terlal waa 
aot ^»ppieiaeata<' b^^ &as i;lcturee except those ia the text* 
The quest loa aad t9xt aat?igaj3eat *n8 the 8aaa© for both 
gTovipB ftneii f5>iy, fhi^ et>.i<^y i^erlo?' wae euperrised by th® 
other eixth greets tef^&^r Mle© Ceeabe* 

The r«Pitatiott p«rlec? for gr-ap 2 followofi tfc© 
eta% p«irio^« 2h« roeitotioa was eom^ucte^ b^^ Ukeu Wilej- 
aa^ the day's ssorle soaKS? viZ9& with tfe© aid of th© Keys to a© 
st-sr^optlcaa giis^*?®. 

Complete stenograp? 1© rej/ort© wer^ s^^;© af &&&h 
reeitatioa, Th© first reoitatfoa ©a© Pteaogrsrh^^ cover©^ 
tfeo aatorisl bat tfeis wna fouri« to be fi fflcislt eo th© 
followlag m©it*/tlo?i» tiro Bt^m^w&iyhere w^r^- -pr^e^at &ms 
coTeritig th© t©.*^:e.h«r*s ireaerki?, the oth»r tcvkiag the vupile' 
etete®®ate» S©atinf eh?:rtB war© mBie of ©eefe g«?ap by tb© 
steaogrsphe 8 which eif?®^ theai in r^i^'f'lrig beck thsir ri»t®». 



328 



fhe wTitGr is indented to the Bar^»i of da* 
optional Heseero^ of the tliii^rsitjr of XlilQola for the 
serriees of t^ese etenogx&phers* 

The eacperijsexit laated nine eohool d&j«« froa 
Pel^mary £7, to riaroh 9, 19£a. ?he first B@r€m. daire 
were ep^it on the atudy of the tiddle Atlaatio st&tes, 
tbe Iftet teo ««re teet da^a. 

The atud^ guest ions ahowing tiie a@ai^sBexit« %m 
tezt boolk assigaiBeat and "picti&re'' assiffnent are given 
in tiio following outline: 



329 



study ^iieetions U ed by us lis iti rjcperisont 

Xext, BrighiiO, -nd ;;:c.^''>li-ne*B 
Geogra; >iy BooK U 

. ugstt 73-77 uoBJp re Kid ie tijmtic tiitos ia . i; e v/ith 

^^h-..t 5 ;dT.>nt &CU? have these n^t tes for tr&ns- 
and or t ti on t 

oiides •'«' mo 4 pb^aiosl regftons hwre. 

JSuabered 26, sih*t sount iaa ar© in ApptiiiiOhiun highiand? 

48» 61,60, %l-^n%%9- Umlii-n& ir*oiade» i^«ii : i.^ :^f •..•' t 



61, 46, 
43- 



.;h^t naaoa h'-y t;- . i-chi.B : i ic .« here? 

?fhe.ro i3 tn© bijihost j^art of the £,rva).? 

thy -^re i-^-ke viuins »o fer^ii*? 

By iFh&t 4 riveru i.. t.hi® groaii' drained? 

3how whft.« ouch river riweu ^tna iBfco .a.t ©^ea 

Ug© fictares to t-ee tha i^urf ^^le in differoii* 
parts ana vhi^t tho riTsra r<? like, iire tii«y 
yoasg or old rivera? 



330 



Ki,je8 77-UO v.hv^t is ti e fiifference between Aight und 

he-vy soils? 



iSbiit 2 thiiigii a o_> en to it :i<.e woiiY 



o vereogra; na 

find 

^hst aifCerenye irs -^..y y jIIs of K«v.' York -nd 
-idea the iiortherc r ^^ of other tt tey no. southern 

iurt vcerfc mi^ce? 
KuiVifcored 

Vfhvit things MUEt & f rmer klO's in order Lo j^et 
51, 47, 7«,b2 good results froM. his i-.li? 

4'>,£7, Tell of ciiir.jte .^.- tc windt-, teKi-rr^twc, ..ad 

raijifaix, ..'hy h-^vo iiew Yorfc c*iid . nilvidol; riia 
^t), 4£, 60 heavy fOfeU? 

iSlk;t crc;. a -re raieed or? f raie? 

Sh-ov? iiow rtuioh .'.h€-:t they r- 1h^ jgu now mueli 
they buy in r<e« York if if, 000, 0)0 , so ie live 
th4t$re« 

• horo arc frajts ^jnd ve^etulii.f a r'iiei^d. Can 
yju teii 'vhy? 

^iah fruitb ro ro^t irp. oi't-off n:jmo ^ iieo- 
iui cro for ft-jon iit-:ito, 

vrofcit 3 tr.'H^;6S of • ti-i"iuuifcurc uj^ij oc/mwioa 
aeaf the Gitit?»? 



3;^i 



i^tereogr£« he What is the clifforeriue bet eeu bituia nous 

ana niihracite oo»»l? 

..nd 



Where ii» i cnueyiTTaiiai is sucn I'oiuid? 
Where is oa«;>i u.&ed? Ci^n ^'^a B<?e whj? 



whi^t city or eitioe la iu e .ch uiiariul ji' 
74, 71', ?f:, 77, ;ai;iiag? 

7i.i, V-j, How da ym get , c?tr'jlotin? vnvv.l. ryodu. te ~..rQ 

Hide from it? 



6.), 70, 4^ 



From jot-r'-. b3 fina •sliero Btsclrxr'. .rid gus 
■are f.jimd, 

.?fha?« i& ac»© 1?J^ foua'i -i^r®? >^'h<5ro does 
thSs regioa ^et iroa ©re for f^ctorieist 

How and ther^ it as^it obti^incrj? 

Wh»re i)e!.-.eae3h of th«»© fwiind:- ui....^«, cesu<snt, 
rock, Ks.t%.l©, slits ? 

Wh.it i^ ::i^d« I'roai tiic c.La;7? 

Wiiwt is th« ailffesr&iios b®'0^-vL?ti*£i o^-. .(.•-,. uiic 
and >ortiynd 0f»n®ntt 



i 



332 



?tereogrs: hs 



i/uiabered 



£6, icC 
4-i, 41 

el, ?;^^ 



Give S reL-.i-Quimhy ^«w TojCit h.-i8 g?ov7n 

to te :iur 1 rgj^'ai, eity? 

.-h:.t or w: ere ^yi.a Ksis T^j^k . ^ ;'ir. «r 

it f;05/T 



^h t ia 



.-'J 



On fig. i3;5 _• 86 find tbeise riacosj u..ao 
U, 34, 3b not! CO I^st iiirer* 



iS, 46, 



;eii of nuffller ot seoj*© iii Ues 






2eii 'J f '^ f'Am-: -'•f' ^-^ 



m re , 



oiuoe s?).d0 &'StT,':©n le* Tork ^ad .ottr-£--.io? 






.; youte mtw^n 



iiS rtoterd for * tlictfi «t--ua>'- ^:i%t ilat: 

'2Toy - cjoli-.iria ;4na cuffss 
Cohoes - cotton i'.aii& gootf^s 

.*loyereviiie> i.oy®s 



I 



33a 



vtjjfit product. =^nt to md throueb 



-ides 

5tJ, 5^, M, fj5, 

5b, tS, 60 



r.igoej I'i-tiS I-'or v?hi*t .re the uitiif/a of northern 3ew 

Tork ?.otG3? 

.'low rre ciT,i',.e iti e;utberii iS«w Y-^r.-: ir©ficiie4'f 

id ' 

i?}3ut iiiduuiii'ioc do tho^ fo*.:v>J?? 

How aoefc ioe^iiica of i-hli^itaA^hiu ,tiiei: it?\ 

Ho.- i. It. , teu b^efeoriouiiy? 

■'iW'% i&dusbriBK ks-e it? 

How h?ie ro *d .^raa i:hll-t6f*l hi.^ to >. it^tcbrrgh- 

O t aai* f ,v -,: c Cl Q y ..; u i.-t; G lu §« 1 Ug f ro Si ■ ; ; i I - 

Aell of ittubi;r<^h .c s.i.ne, \v>.^ nam- 

nd, £S.t<!ri«ls neair it for worX, -^hnrf? othrsr 

HO'* iis CO ice i-'i'. eY 

Uats it iron ob Wined f*oia tfte or©? How i« 

ii'bu.t i8 the . if ffli3f«»ft«« .;•<» t«ir©«>n ; ig iron und 
wr3U£.ht. iron? 



I 



334 



Beside e eh eitj- .^rito .-^hat St is notpd 

for; ^^nd the eStlee O'^ -• --r .; ;■. 

VUi.u.Stt...aport i^orHHton Chester 

sphere UG tSOS,% Ot the O . . .tt-r j.ixrt:- xr. licw 

den, ns¥?urk. 



- f^' 






i 



335 



(4) The Tests. On Horoh Bth, the fte^ follow- 
ing the last recitations on the ■UddGLe Atlantic states, 
parts one and two of the teat were administered to the 
pupils* Part one was a map test consisting of ton qaes* 
tions* ^'aoh pupil was aunplisd with a heotographed out- 
line map of the ^^iddle A.tlantio ^^tates on whieh he recor- 
ded hie respor»es* Part two was intended to be a con- 
trolled ooaiposition test involving the picture material 
only. Part two failed to function as the writer hoped it 
would, in fact the pupil's responses were so^ort that 
the test was anything liut a oonposition test* vidently 
parts one and two given toge^er made the test period too 
long* The writer finally ttirew part two out of considera- 
tion in the results* 

Part three was administered the second day, 
March 9th* The exercises in part three were taken direct- 
ly frosi the stenographic report of the instruction* The 
eii^ty exercises were selected fn}m one hundred twen^ 
five exercises and were mimeegraphed on four sheets* The 
writer ^ve part three to both ^K>upd* aoh page was giv- 
en separately as a time test* 

A saaiple of each part of the test follows in- 
cluding the prell^ainory instruct ionsgiven and the 
scoring key used to score the papers* 



336 



part I 
£T9limlaa.vs lastruotlonsi 



"fot^e^ I ftffi going to give you a 
teet to fia*^ out wht^t ^oa h;;ve 
I'j rao^ elKtut tho Hiclf'le j.tlsatle 
Stfitesn Write jr ur aaiae, r'ate, 
and teech^r oa the queetl oa ehc t 
aad siiip tiheeta ^aswer joar map 
questioas on the caap. i^Ut the 
eft8we.?8 to .art II on the back of 
your first sh« t. Jo the Vfry 
^i!8t jrou csa. You will he givoa 
tlQ9 to flaleh." 



337 



Sample of Jeat 

Hame ifete 'Teaohe r 

P&RT I 

Map vfork 

!• Oa your raapa name the states of the Mldila Atlantio 
group. 

£• Haraa tho rivors and lakes that form parts of the boim- 
dariea of th eso stat^. 

3. locate the irie CJanal shoeing where it runs by a line, 

4. Locate the follosJing oitios: Near York, rhiladelphia, 
Hoch ester, Buffalo, Trenton, Scxanton, Pittsburgh, 
Utica, Jersey ^ity, and ayraouae, 

5. Locate the capital of each state. 

6. Xooate the mountain ranges in the Middle Atlantic 
States. 

7. Locate the lake £laln3 in Hew York. 

8. Same and locate the principal rivers. 

9. Name ana locate three of the jnain industrial regions 
in each state. 

10. On jTOur saps show where soft coal, hard coal, and oil 
are to he found. 



FART II 

Write a fall description— 
Inforroation from your pictures, just as much as you can. 

1. (Jive an account of the milk supply of the city of 
New York. 

£. fell how an oil well is "shot", 

3. Describe how sugar is put in big sacks ready to be 
shipped. 



I 



338 



4. iJesorlbe the proceas mine's use to get coal out of 
tha ground, 

5, Deaorlbe the hey so oat anfl oamp firs girls* aotlvitiea 
in track fiXmlTig, 

3, Hoi7 ao we get table salt? Describe the pit>eess. 

7. What Is pig iron? Where is it nade ana how do thejr pro 
duee it? 

8. How does Hew tork coKpare in fruit raising with other 
states? 

9. Desorihe the process of making eoins at Hiiladelphia. 

10. Describe the meaiB of transporation out of the oity of 
New York. 



339 













I 









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^SB«»rst 



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>> 






'?^ ." v-'^^P..../ ./ K-V 



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1 ^ 



2« liAkt Irle, Ontario, ahaapl&ia 
•a4 3t« I«9reao9 riirar said 

3« ^0 looted on ms^ 

8* ©Me, Ailmfi^taiSf^ WKSsm^WlA^ 



340 



Scoring i;«7 for Parts I 
and II for ^o Tost in 
^jqporifflfisit :f our teen 

Fart I 
Give one point for item correctly located, 
and nanod as called for in the 10 exercises, ^vofer 
to naps in the text* 

Part II 
Give one point Tor each idea correctly de* 
scribing the process called for in the exercises* (Ths 
above scheme was found unsatisfactory and the number of 
written words coonted after ail irrelevant material had 
been crossed off was tried in the atteapt to score ^e 
responses* This latter scheme failed to satisfactorily 
solve the probl^i* The writer fwand it hard to make 
3<»nething ont of alLnost nothing so discarded Part II* 
Moral: alwaj^ be sure ^e pupila know exactly waa is ex- 
pected of them*) 

Part III 

Preliminary instruetioiai s 

"Today's teat on the Middle Atlantic 
States is a time test, t^at.is, you vrill 
only have a certain time in <.7hi(^ to an- 
swer the questions* Pass the papers face 
down one to each pi:^il. • • icveryone have 
your pOTicil ready and i^en 1 say "S©** 
turn the paper over and answer as smny of 
, the questions as you can until I say 

"Hop*" If any finish before I aa^ 
""itop" x^ise your hand* uo not write 
your name on the i^eet until I tell you 
to* Are you ready? • • • ^o. (^irst 



341 



At £ 'jilnat^B Sii6 30 sec :>a?e the writer 
asia "Stop.** 

"Sow «a i^r© reet's' for the . eooa* 
psgre. »Tite ^cor aftae, ^nte, ?a^ teacher 
oa ths flret i>age &nc t-dra it ov<=-r en iour 
de8k# i^ass tfee pepere jfeo© do«ri over 
to nneh pttx5ll#».....SVei?3Foa3 h»Te ^our 
^«fleil ready ; a^ whea I sa^ *30'% turn 
the Becoad le^per over eae &asv,<:-!r ^a 
gianj' of the uuefctioae ae j'U eta ub~ 
til T say "Stop." It aa^ finish be- 
fore I eey "Stoj " rsiee voar han^, lo 
not vrite : ar ae£i6 oa t/ie ahe t uatil 
I tell vou to* Are •^.n. ree<ijf?*,, "Ck*", 
(First j'ttpil v?' p trreogh ir; ? siiAiitee 
aaf 50 iieeoade. J At E stiautea thd 
writer eaii^ "Ptop,*' irlto ;'^'>ur nasi© 
oa the cxcPorJ eh3«t# 

"now wa yr© reud;^' for the thir^ 
page. (laperB pacsef. f»sce fown) You 
ftll know v?h t to ^^ aow« at© ^ou 
re8ry?.«*«»Gd.'(yir£!t i iipll wrs through 
ia ? mlnut'3g. ) writer esiS "Stop** t 
£ airiutes '-uc' 16 eeoada* ferite jf ur 
naae on tits tMr^ sheot, 

•^llow we ire reary for the lest 
psgs. firapsrs ^a^.se*^ fso^r <^i>?m« ) 
Yoa all know ^h t to ^o now, .re 
yott rea''yt.,,Go. {First f-u-ivil wae 
thrugh In £ laiautee sa^ PO secoade, ] 
At 2 n? nutet- 5^;;^ 30 recomis the rri tor 
eaif? ''f-top.'* firlte ; ur ne.me ;a the 
Icet ihe^^t. Fol*? the four sheets to- 
gether through the aiii'dle nr^ pgee 
the© for-^rr;? to tho front c^eek» Vsrae 

will ;- U G0llS€<t the i&reTB*!^ 

Irhe easwer kev to art Hi follows, the ifOiat 
value of B&ch ^ iaetloa ie ■ ut ia brsekete to the loft of the 
qaoetiooa 



i 



3core Eey \, 342 

Sano- — .— -— .^ — liato --■ — reaoher— — — ■^-~- 

:'oint 
/alao 

(3) 3. The Hi dells Atlantic Jt^^tas iire; (Kew Hamshire, /srnont, TTe^ 

Jer£j9y . 3onn€ati3ut, ??0ig York . P.ho;!e Talari^S, ?onrif3:rlvanla . 
!'l?inesota» ) 

(^) £• The? havo tho (lassioaippi Hiver, Ohio HiTor, atli^^ntio OaQan . 
Paaific Oaoarx, great Tafees ) for transportation* 

(1) 7.m Th0(An1es, Adironaok . Osark )Moant'iins are in tho state of New 
xorfc, 

(E) 4, Are the lake Plains fQ»ti3e?( /es-!To) If so, wh^/-? Acoumalatlon 
of .:;ooa soil washed do.vn b^ rivsrs* 

(1) b„ Thef Hu -son . Jsla-zare, 3t,L::iwrQriOe) river rises i-n IJer. iork, flows 
into Ilev7 fork Bay, 

(1) 0. The ■jenosGo rivar flov^iS intoClfike Srie, lake Or!tario » Lake iHaro 

fl) ?• The :}en«S00 rlror risas Inttho state of (Delaware, Haw York, 
I'enns^^lvanla, ) 

(1) 3, The 3u3naoha.Rni river flovG into( Harlson, 3hQ3apeai;e . low York 

B.i^, ) ^ 

(1) 9. (Syraouee. Bu.ffalo. Philadelphia) is located on lake Srie. 
(1) lO.The miison River valley la (i?i-ie »nferrQ^? ) 

(fc) 11. In eaatem Pennsylvania the ooal is very{ soi't-h^ra), and in th« 

"^reet orn part , (_30ft-hfird ) • 

(1) l£«( Oaliforgia . Ooloralo, Kentucky) raises the nost raiiskmolloiiB 
anf! llor. York, Bew ^lapshire, Hey Jeroey ) ranks third. 

(1) l^.It takoa( 3l.^iy » b'jvAs . rooky) soil to grow raaskmallons 

saoaesofully, 

(S) 14. Lake Erie and(Lake Ontario, St.IavvTence River, H^isori aivor ) 
are oonneoted hyC i^^rie Jan-g . Saea Oanal, Paiiaaa aannl, ) 

(£) 15,The( jolavvare, Kaskaskia, Allegheny ) river "s-ndf 3asq;iOharina, 

Mononafxhola . i'^enoseejrlvar '-.re p^^rta of the Ohio Hivor. 
(r) IS.Iii'ht soil is (ro3ky, larspy, s 'dndy ):md heavy soil Isi ol-jy . 

bl ao k dirt, sand y • ) 

(1) 17.1f soil is f;t3t, it isiiut be (ploved, irained . irrigated) before 
oaltivar.ing, 

(1) 18, A f-smiar must also kr/ov/ how to fdisir.feot, fqrtlliso. eterlllzo 

30il» 

ooFie 
(fc) 19. If tho wir la from the ocean they bring (smshlce, hall, rain) 
an3 fv^arm. oool, freeso} the lund. 

(1) EO.Tho rainfall in tho mi 1:11© Atlautio St^tos iTDeaium, light, 
. h eav y ) 

oZ Total points 



^ 343 
Ham9 ,. i^t« «._..____._^ Teaoher _.,._______,.,.^ 

21, ffe find fogs in ( ihiXadelohia . ^itteborg, Scr^mton) &nd (Boston, 
Sew York City . 2rent on. i 

22, The moisture in the winoE from the ocean, strikes tti© cold land, 
{ evairoratei), condense® , freezes J and fojtms (hail, snow, fog « ) 

23, Tl2e fExrmers in these states grow ( "barley , rye, straw, wheat . 
rice, oats, flax, com , hoos . back'ffheBt . hay, ) •— — 

24, xhey raisfi about (5, 10, 1) bu, of v/heat for each person and 
buy (10, 5., £0} bo, for each person. 

25, They raise the follo^'lng fruits: 1 ( ^rfap^s . bananaa, apples '} 
Z (oranges, apricots,, saaafcme lions J 3 ( grape fruit, peaches . 
blackberries) 4 ( qu in sea . atravyberries . i;luiB3 ) 

26, The special procluota of Ifew York are 1 (barley, '.;meat, hops } 
2 (onions, garlic, spices) 

27, (Poultry, cheese, dairying , track fara^nfi . fruit growing) 
aro the tv?o or. riches of agriculture close to the city. 

28, The ( Boy >icouts . Kod Gross, Soldiers) and (Girl Scouts, 
School Girls, Camp S'ire Girls ) were hoeing the school 
gardens in one picture on gardening, 

£9. Goal is raade by (heet, > res sure , cold) and (rooks, marshes, 
decayed vegetation ) 

30, ooft coal is ( antiiracito, bituminous) coal; hard coal is 
( anthracite , bituciinous) coal, 

31, (Hard, so:^t ) coal has more gas. 

32, (Few York, Boston, Sc rant p,r\) is a ci-^ in the hard coal region. 

33, We get petroleum by (digging, drilling , blasting) 

34, (Lynamite, y^isellne . poai gasoline, ke roa^ ne . glycerine, 
candles , iron) are iGade from petroleum, 

35, iiost of oux' iron ccMses from (lew York, Pennsylvania . Sew 
Jersey. ) 

36, »?e get s^lt by letting water (condex^e, evaporate , dissolve) 
fro® salt water, 

37, Ihe two systems are by ( snn . rain, air) and (ronning water, 

drill irifc,, boilin^;, ) 

38, We find clay along the (Ohio iviver, Hodson Iviver . iJelaware 
River) valley. 

39, iVe make (stoves, bricks . eOi-1) from clay, 

40, We find slate mixed in vvith the (iron, coal , clay). 
Sotal points 



344 

Bare Dat e X eaahor _«______ 

(i. ) 41, ?ortlvxnd cor-sont Is maa© of (iron, 'blACk mud, ol...y } a,nd( r?yarl . 

salt, g3ae. ) 
(1) 42. Hyaraaiic cement is (•"•rtificl?il, natural , .'^•.'rrafactured ) cjeiaent. 

(£) 4-3. The hreakGrs, Iri the mine, ( T)realc . tv.'lst, ^ar.zro^} the aoal 
sinfl renoye ( s ] v:te , iron, rooks. ) 

(1) 44. littlQ boys asec] to pick oat (iron, slat.e, ohaff, ) 

(l) 46. In t?© piotnre om o!l 7.'ells they poured (gasoline, nl tro-?! j - 
oerlne, kerosoxia) liito a tig ( tnnchine, ■ 'l pe , hole) an.'f'tli'an 
they put a (box wai-^ht, dyaamite ) dovn this, 'u .ih aaased it 

(5) 47. The 3 chief aitlos in these ot5.tas are (1. Alhary, Philadel- 
phia, W6w_Yort) («:. Scr-^-nton, Syrasuse, Pittsbarg ) (g. Ba.ffalo . 
Iro.y, BostonT. 

(1) 48. The tirat pirt of ijsv. i'ork ?ras ( grons , M-:-nh-> t t-uriy Cuoens). 

(5) 49, Tho live rirte. of Tier York re (i. F,lli3 133 -ind . ^rih^ttan 
Isl^m'fw (<• Cueons , Troy) (S. Richmorid, V',heelinq7"T^"I Sri¥, 
T^ronx ) (5, 7'ov?. Isl.xia. Atlantic OTtyT, 

(1/ i50. (3andy Hook, Stateri . Ellis) Isl- nd is un Inportant island J<ist 
south of Iife,nhattan. 

(1) 51, (Sandy Hook, St^-ten, ailis) Island is at the moath of the 
viadson Eiver. "" 

(1) bi, Thiii islun-i. is usa.cl to take oare of the (sick people of Sew 

• York, foroit^'nors v>ho oono to Q'lr oountry . paupers of Ilsw York.) 

(1) 53. Wall Street is knovn for {agrioj.! iur-il, pi-oi:activa, business ) 
reasons. 

(1) 54, It is cv.llod «Vall Stroot bocauso (Inriians, Settlers . ?^is0 men) 
huilt a. /.all to protect thercseivo'. (British, French, 

Indian s ) . 

(1) 55, An immi.r^rant roust have enough money to (support a ri:-.3, 

support a fa:;iily, sapport hirrBelf ) until he (oar; meat his 
^'^^^Ss, can find a job . 3-:in \vrite ISi^lish, ) 

(1) 66, One §t the biggost NeiT York ir.cluiistries is (glass making, 
sugar refining sloth a-'-kiri;^ ), 

(1) 57, The ladies (knit, sow , tear) the tops of sugar sscks. 

(1) 68, Sugar oomes into this cjuntr^; hs a (nianufaoturod, y-rz' , ripe) 

, product, 

TF~ Total points 



(1) 63. In V estem iennsylvmnia "besides other industries, ,e h ire liftit 
of making ( p3ite ^rlusa , '2at .^lass, colored ^Ihss), 

(1) 60. The workfen in -?1 ^ss faatorioa ^ ^ra lor^sr banilea on thalr tools 
beoau*3e the ( hou.t Is ao iritorioO . ool i is so iijtanse, Riildlri^s 
are SO n^crroKj, 

(1) Gl. Tho cieltaS c.-.tGriul . t. on tablas to ( cool . v?arin, dry), 

(1) 6£. Tho \KOTyjcor iv. -x d:-irj h -ye on ('blii3]t,. v hi tg . >, ro?n) oaps and 
suits. 

(1) 5S, Every iruin ruust have his hands thoroughly ( washe a. stained, 
UrtyJ baforo ho milks each cow. 

(1) 64, I^ilk is ( iisinfoated, fiasteuriaed , stn-iliaodj by heating in 
hig tanks, 

(1) u5. Batter is raa^e in a (ph'ir;;. . ■teller, freezer)* 

(Ij G6. 5he ro'i.-jh highlands along the Hudson Rlvor are called {rooks, 

jaliau'^oa. roountaiiis). 

(1) 67..Tho i-nilit-.:ry school ov. tho -iuisorj River io calloo (Vestsm 
Military A^adcry, v.ogt Point y Culver ). 

(1) 69, Laolcav/anna is noted for (1 i-^r^s t atool vorka in the ^'orlu . 
lur.^est co^-1 riines 1r, th.- " ' , i r^act shoo manufaoturir.a 

corapu ny, ) 

(1) 59. Olaversville and Johnstown are noted fcr ( i^lave ni'.king . 
stOGkin;? m.-iking, sl-^oe making}, 

(1) 70. Uti V-. iu ■':■: ,'. (hi!Th, 1 ax'-el . roak^ ) region, 

(1) 71,iohor:o3taiyia r.ot^d for ( steel '"orks. a l e o t ri c -i 1 •; • or}. s . aI^ss 
v.orkd ; . 

(1) 7c. l.ochetitc'r irj j.'0te'3 for the iursest ( photOp-i."'- phic . salt, potato) 
supply in our o-a^i ^o^mtry, 

(1) 73. { P-ilBi Be-.jh, Atli'.ntio /^ity, lobokan) is a surnnor resort in 
Hew Jersey. 

(1) 74. (Yule, ilj^rvard, rrin jet on ) Ib a sohcol in Now Jersey that you 
have read of). 

(1) 75. Pig iron is sent to tae fa;^t,or^ lo 'o j h^iiiJutired . I'olted aguin, 
cut) to renovo (ooal, iF.puritie& , gas), 

(1) 7G. The metal is i^ourcd into ( ho?: e s . barrels ears). 

(1) 77. Aftei- the i -njiurl ti es - : .Jlad ftsripered steel, 

v/rog-^ht iron , steel), 

(1) 78. ooiiietiises th3t;e i>1.cfti l. x^ ■; /y v.j \:u (::;.it, chiseled, s^ od ) 
in t -o. The maohina is called the (buzs sow , chisol, knife), 

(1) 79. The Liberty Bell was mude and shipped from (P^iris, Lonlon . 
Holland ) , 

(1)00, It|aid not sound, cracked .broke to pieces) thB first time it v^.s 

"»"»' m 



346 



fl*-* it?*>:'irr,fs» the rsgalaritj' of ^ttoa^ariee 
of the iUj/lls ia groups C aafi 2 was . oca^whst ^rokea 
dariaf the 0s:pf?rifflaat«iX period on aceouat of aa inflaenza 
d? ideffiic wteleh Tlyit®*! Ui^aas the first w'e k of Mr&hm 
Oaly pmtjlle who ha^ b«eu ragulsr ia ctteadtaea wer© cjoa- 
8i6-3ree in tho fii*sl resolts. 2he final tabaletioa of 
scores in the ©quaiiseig group© after abs-eate e hafl l3@en 
thramn oat is ehowa ia tr ble 2.1 . 



347 



^roup 


i 1 

j a. aliron- 
1 of olog- 

\-pa^ loal 
Qrado; pils age 


Aro, 

in- 

telli- 

ganea 

test 

aoora 


AToraga 


Ato, 

map 

score 

Part 

X 


1 '1 
Are. \ i 

1 quea-i 

:ean tion 5Iean 

dev- 3core day- i 

ia- ' Part ' ia- • 
tion ; jLIX tion 




1 
VI 20 


11.66 


6y.97 


107.40 


18.00 


6.40 1 60.13 16.52 


^aia© ' VI go 11.60 

1 


69.90 


106.90 


16.85 


6.44 


58. P5 16.55 



TaU.e 27. Jfhe average eoores aiado bj 
Sroupa C and D in Tijqpori- 
ment fourteen. 



348 



Ja «BEBainatlon of table £7 shows that the 
8ter«ogZ9]^ group made higher eooree than the slide 
group In Birts I and III of the teat. The stereograph 
group mde a seore 13*56 pereent higher than the slide 
group in the sap teat Fart Z and a soore 2.70 percent 
higher than the slide group in the question tis^ teat 
Fart III« 

f he differenee hetween the two groans in 
Bftrt I of the test is large enough to indicate that the 
method of using the slide to suBimarise the study and 
reoitation periods is not as effeotive as the use of 
stereographs during the study period to supplement the 
study and serve as an aid to disouseion during the 
reoitation* The differenee between the two groups in 
ffcirt III of the test is not large enough to he of ai^ 
slgnifloanee* 7he mean deviations in l^rt III test 
seores al« not as high a«? they appear when one eonsiders 
the faet that the total possible soore on tiie test 
was 1X7 Point»» 

l^ese differttioes are only indioative of 
what is the fact of the case for the size of the groui^ 
is small*^rthermore , other factors might he found in 

future ex9»ciments to aoaount for the differences found 
here. 



349 



mkwm XIII 
fh« contents of oiaosMonitl fll®a« 

Ths g9V0a films whisH wer« aaeS Iri the for«* 

jfoliig ^parissante war© an*il^s@d in t@rma of th®lr a<m» 
t.ant b^ a ^©agurssaent of th« footage iarotad to sap- 
tlons and scenss. 

Fiv® aiaasifiaafclons ol tba coatant of th&s« 

ar prlntjaa 2Sii.t»rlal whlali appsjirs fro®' 
tlfsa to tiTu« aariKg the flip's preaeftta- 

tioB* the foot'vs® iBolaa@l arider *"aap- 
tioas" 1» that «^h0r©ln oial^ ihs prlr-%«a 
matter appeared. 
(£) .. itill ^ j>i otur€9 -'~3o®ri#@, pietsir«a of 

q1-§ prLctiS, aeroplaae s0«jj6®, sotos© of 
Sf,re9t8 sa4 ®0en#s t&feec fross a train 

Also pietEres v¥hsf®iiQ Botlaa was not 
shown sxti&pt as thi? 3as®ipa was in motieii. 
(S) Aa-&lQa pi atarf g, ~*?latur9e and 
80«a«» ^bi#r®ia sotisa ais^a fsation w@r@ 



350 



shown fcia an esaantiul purt of the pio- 
tare rere oliisalfisd as "aotion pictar©s," 

( 4 ) AntT.'jvte:; ourtoons and maps . — Oa rtoous , 
?aap8, 3l¥irts or .Irawiru^s of the animated 
type were classified as» ''aniEiK»itod oaarfioons 
arid fsaps." Thsae geiitfrally aontaSn@d anl- 
roatad explanatory printed ssnterial* 

(5) Btlll 3-irtooTi8 "^nd rnipa »~-Sags0 aa clas- 
slfio-^ition four exoeot that the m^ps, oar- 
tooiiO ete. v^era not ininj^itod. 

An '.iosurfito neasireQent of the footage of Q';.oh 
filBj aooordlng to th« above olassi float! one wag m vd© by 

the rrlttir in the laborator^^ of i.he Society of Vlsaal 
Mucation. Thote moisaremants oid the per oent of th© 
total fo.-'ta.:;9 of enoh film devoted to gaoh slasslfloa~ 
tion ware then tabulated aa shown in table £8 . 



351 



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352 



This analysis shows t'nat the actual p«r 
cent of soTing or action plstaraa in the six* films 
{jOEbined is 10. £0. In other words Isss than one 
fifth of thsse filfflis represent aetion. ?oar of ttse 
films oontain less than 14 per o«nt of action piot- 
ares -^^nd on© fllK ^as r^-s low sa £.89 per cent of ho- 
tlon. Th® only fllBJ 'sheraiii aotion and mor&memt are 
-31 van pronsinenoe Is th© life History of the Monarah 
Batter£Ij» This film contains 63.79 per oetit of ac- 
tion f5i stares. 

?un-3aTnentally , those aoncarty v'^hioh are 
depanflent on raoti on seen woold he the sort of mater- 
ial in v;hl3h the moving piotiira would make ^i real 
aootribation to te-^ahing. Five of the tjix films an- 
'Qr oonsideration were organized around topics fi-om 
a point of Tiew whi eh did not dev®rid on aotion re- 
prodasad. The films represent rather ?i riories of 
"Ltill pictures nnd animated s^ps, (animivted in terms 
of appearing and diaappeariag leger^ds or a BsoTing 
line) e^lained by conaise statements in the forss of 
oal^tlons. 

Thirty flt'e and fourth' eight hundredths per 
cent of the six films ander ciiscassl on v?«z'3 tsade up 



*The complete an. lysis of The Steamboat in United 

St^^t03 History "^as not made. 



353 



of e^nlfmttod cartoons or rsaps. In the film Frenoh 
^ploratlons in l^orth .America tho routes taken by 
tha ""ranch are 'jhown by a noving black line axid the 
names of rirsrs nnd other legends ar.® flashed in and 
out of the map. The film Waste Slaposals in J 1 ties 
ghows animated o^irtoons 'v^jhere-lB tho Bowa..;© fl'>\¥8 thra 
pipes, sprinklers, troughs .\nd beds of rock and sand, 

r-a atoi-y of a Mountain Slaoier is 77*£9 per 
cent a picture of Mr, W, vV, Atwood's chalk talk. 

However, the action represented by these -'ni- 
roited oartoonB and maps It; not aoomingly essential to 
the forrsntion of the aorrect con-jopts of there topica 
if th© results of experiment a 1,2 ,4, 5&7 '^re to be t-aken 
as reliable. B\irthern) )re the lettering whiclj asoom- 
panlQB thece animated cartoons and m>ips ohovv'S that oiren 
thet'-e -Jire 'iependent on lan^Ui^'a for t,he C'sniJeta mean- 
ing. 

One fourth {E4,6 par cent) of ihe films under 
discussion were rna3e xkp of nure caption Datarial, Can- 
als in United StatQij History ran as high as :i6.98 '^ of 
captions v?hile the Story of a Mountain Slaoier had only 
9.66 per aent of captiona. Lan^uase is oaaential in 
teaching an^ the -era-j^.e who '^.oild hava the film aur- 
olant the text book ov^vrlook the larg:.'! proportion of 
language material in the film Itself, 



354 



Chapter XI / 

SiJlSMAUY, Tna loregolng p^^i^es pr-esmib the oon- 
daot ftnd findings of foartaen ©xperiroentHl Att«»!pts to 
oompard v^rloas m«thO!33 of vl sualinstruotloru rh«ao 
experinients ?^ere coni^ijtad Its throe differeiit sshooX 
systems, nu^r^ly; Th« ^ensntAisr Scshool of the Ufnlvsr- 
31 ty of 3M3ago» Jiiioago, IlliBoiB, the Publlo iahools 
of livavston, Illinola md the .Pa bl la .:;hools of Urto-im'. , 

?^o total Rttmljer of ohii'lro a ted as eafe^oats 

in those f>xperiraont8 la reported herein la alx hundred 
fortli-nlne. Theae pupils i^nged from the fourth to the 
eighth .-^radea inclusive, ^ny of the paplle ?jcte1 as 
3;ih,?oot "fererit ex ;'eri merits. 

aeveii r:\ovii..; fjliiture filxss s'.ere aseii aa InstriG- 
tional units, aaah prc^aodd by the Sooi ety for /laa^l 
iidaoati on, Jncjorporatea, Chioago, Illinofa. rhsse filprs 
by title .'in^i olasii»lfl.3sitioi2 are is follows; - 

7TTT-K Of JVM ^UBSdOf 

(1) #reiii'vih -;:_ . .1 ..> In Uorth 

America — -^U story 



dOt-« 



(2) the life History of the Sonnrsh 

Butterfly ■?• tare Stu'iy 

(S) The tfensi?Tif.i CJanal ^md Its 

Hiatorloal .iigni fieanoe— — - — ^-ijoonosnic 

Sfistorjr 

(4) Jaaais in United States History — -iSoonomla 

History 

(5) j'^aste Dlapoaal in Ciities Health .nd 

3ani tatl on 

(6) Study of a Maintftin Jlacier-^ Phytsioal 

Cteojraphy 

(7) The atearaboat In United St.tes 

Hiatory jioonoralc 

Hit5tory 

OoRijmrisons were mnde ij. V:b foartoen asperlBonts 
bet^'oen;-- 

(a) Film instractlon ^and or J Instiuation Illus- 
trated b> clasa-rooTi maps; (Sxperiments 1 ind t) 

(b) Piln! iyi3tra.3ti on :aid oral Instraotion nlus 
aim instruction; (^rerira^ta £ und 4.) 

(a) ?iJm instruct iOFi and oral instraotion illus- 
tra L,ea hj still pioture^ or oharts or sketches: 
( i£x]->oriroanta S, 7, 8, d &M 11.) 

(d) Film Instraotion jid stereo ptioan slide In- 
struction; ( iftsperiments ;: , o, 10 :^d 12.) 

(e) Ifilrn Inatriiction im-\ ^-tereoptisan si lie in- 
straotion pluo film Instruation; (iSxperlment 4.) 

(f) Oral Instr-iition illustratod by peltarey or 
charts or iketchea 'ind stsreoptlcan slide 

i n^: t f u J t i on ; ( Kx peri n en 1 3 h, ) 

(g) Oral !n traction illustrated by picstaros or 
charts or SKotchos ind. storeoptican slide 
instruction; ( :i.'xv.«rir'H-jnt S. ) 



356 



(b) Oral instrastlon plus filr, instrUvitlOK nridi 

steraoptloan 3liae Instra jtion plaa film 
Instraotion. (six peri ment 4, ) 

{!) Film instraction and oral instraction given 

'.'fhlle the film vi^xb rimning ^^nd <.? to ppsf?, 
(i5lxp«ri:^ent 6, ) 

(^) Film inatrastlon 'itsd or^a insstrastion givon 

while tho film wns nnnirig, (]j:>rp8ri'^«nt3 B « i: ) 

(k) Oral Instraafeion illastrat©^ fey still pic- 
tures or ahart or alratsh^s -aj5 or'il Iristimc- 
tion glvfie ?^hil9 the film vs.-^is running. 
C gfe peri sent B. ) 

(1) FllK iristraotlon on^i oral UiStruetion ilXua- 
tr'itod by storeofrapha and oharts. 
( xSx p «r i marit 1 . | 

(m) OrAl Instrixotion llluisti-ritea bj stereographs 
find oharts j-rid ssterooptioar) slide instraction. 
iSxperimont 10, ) 

(n) Oral iriatraatlon lllastrited by stereographs 
<in<3 oral instrattion illustrut<^'3 h^ stereop- 
tican slida, ( JSx^ erirvient 14.) 

f|i« sbo7«i aofaparlsons were made toy aeleotiog ec i 1 
jroaps ona baoia of irttelllgenco tost soorss an^ "b^' givinii 
»aoh group t»no a. roe natarit^l by the c^ifferent r&ethoaa of 
instr.iation to bo cjjnfsroa. The e!*B»« test w-^a B^^^ '^^^^ 

groaps a®^ th0 avarig« saoros r®c»rfi6fl and ©valu^tted. 

th.9 length of tirns K'tvolved In aaah !nstru3tion 
pari 0(3 was kept oonQUif-X» 

The groups woro rotatel so tliat aiffererit mothotis 
of Instraotiors. yoalc? bo ,;i*fJi-) to eash gronp, f^rth©r?tior'i, 
in all the experiments i-zt on®, oight, Biee «ijid fourteen. 



357 



dapliaatinj oxperi'"eQts ivere iran In smother b^f^'Q or 
80hool to sarve aa i chsok* 

CJOHOl'JSIOfl. X-et as go baok to experiment one 
and ralss again the thre© q.iostions "brought forv;ar3 at 
ttet point oonaernin^ the snathoa of axparimontation 3©- 
Borlbod herein. One might say; first, tJ^xat thesse fllras 
•^ore not tho host fll-B to tsaoh these anita of mater- 
ial; seoona, that %h» papils wore trained to 3earn 
'^;ore osoGomloally under ordlnar;/ class-room tnethods 
than from a film whioh is a relatival ^^ nev; method of 
presontiiig material to ahliarsn; find third, that the 
tasts «ivl not tost hjI tho deslrahlo outoonos of lllm 
or plotira Instruction. 

The first question involves the prohlem of beat 
aothods of tsaohing. I^t ua gsant that the films migl* 
have been organized ao tlrat their use as sn instraotire 
unit vpould have been greatly eKhanaed. The oral ln8trao« 
tion oould likewli:^0 have hsen ircprovad. Farthez^ore, 
the reader should bear in mSnd that theso experiraontiS 
ifero not orjjanised to rloterriine w'hat ic or ia .» ot the 
best Biethod of teacMn? a illm., tot rather to aatar- 
Biine ?fhiofe unit of isatex-ial as or/janiaed and desorlbed 
in th« fore^joiag pages, wo-ild impart '^ha most iniorm- 
tioji to DUnils ifi a ;^lvon tlirso. 



358 



It is obvous that if the writer haa aia «3t- 
perlm®nta31^> proven unit of rnaterial i.n tiliTi fora and 
an experimentally provon unit of nmtarlal in illuatra- 
ted-orsil-inatruotlon form that a oomparlson between 
these tv.o units ^.oul^ he more valuah^o tton the sar?;e 
ooraparison reported herein. 

In uns7var to the aooond question it has been 
pointed out that the pupils taking part in all of the 
©Tperiffients C^vith tho excjeptior. of the paplle in the 
T.e?il School » Urhana, Illinois) hna h&(\ Instraotion and 
expert enoe in learning from jdotures im& filias. fJiid 
t is ;fTt3t,or been of re&l iffiportano® the pupils in the 
film groips ?!?ho had boon thru a second or third exvorl- 
Kont v^oiia y&YQ fiiade socras maoh higher In jroportion 
tha,n the^ dl '^ in th© first experlraent. An Jnspestlon 
of the reaalts shows thsit this is not ibe aaso« 

The third question raised above points oat olear- 
li? t^Ht the expfiricjents reported herein are limited to 
a oonsiieratior- of the factanl knowledge whioh eaoh group 
ofetainevi froBi un esrpomire to the presentation in terms 
of the amount ^^ained, its aharaateristlos f^d the s-iisoant 
retained. 

The t^riter feel s jastifleci in draining the fol- 
1 ov^ing oonolusions In terKa of the faotaaZ "KiiO«iflo<3i5e 



imparted to fch« jxipils Involved In th® fourteen «x- 

poriJsents, and or the aonditi >fja of thos«» «x^ cri^^iente 
and on a haais of t'«e evideiioe raporfee i;- 



359 



{Ij Jhe film entitla^^'^Frenoh axplorAtions^ls 
not HB effQotlvf! 'iS o teae'nor using olass- 
roon TTsaps in Imparting to pupils the Icfor- 
wtitlon ooncernSn.,? the routes f^nd. portygesa 
made t>y the Frenoh explorers. 

(*j) Or-il Instraotiori illast.rate'! by riaps fol- 
lowed bj fi3m in strtotl on is i^'oro effootive 
than mre film instniotion. 

{!5) The oral dissussion re-icl "before the film 
was shown on the i^mama vhr'aI to -iro'jp 3, 
■Jeritrul ^shool, in axp«riir}ent four Is not 
as ©fi'eatlva ae - single showing of the 
film itaelf or :i8 n stereoptioan leotiire. 

(4) A stereo t:t loan loouuro follO(?'©d h^ film 
Inetraotion is more offectiive thfcua two show- 
ings of the sime film. 

(5) k stereo Mtioai) ]eotare la raore effective 
than the film lu to-iohirifj material suoh as 
thrit oontalned in the unit tb© "Paimim S^aal 
%yM Its Historical Signiflofinoe," 

; loo^ition of the i - ortant places 
3 8 tho prime oonai ■'er-Atlon, a 3loa«-ap re- 
lief JiviV of the Pinama Sun-'il Sone tnuirht b^ 
^:i tstor-ioptloan sitae ana >: taaaher is far 
superior to a flat oiitllne mstp in bl aok '-m^i 
white t,z.ar' tin:, 

(7) The film entitled "Xhe life History* of 
the Uonxroh BatterH^" la sll.^htl^ lr>i'arior 
to oril ir>strji3tion I Hast rated by storaop- 
tioan aliflos arid to or-^^.l 5natraotion lllaa- 
trated b^ pictures and aketohos, in icno-irt- 
in53 to pupils the Information cjaojornins 
the life History of the Monarch Batt«rfljr* 



360 



(8) BltiiiQ seiiueRce la t.aa:j;ht, anSer tho eondi- 
tlons of exporlmsnt one, t?-o, 'm'l 3e\'ari, 
r-ore QffojtivQly by teo.uher-ohnrt jn^traG- 
tiori thiji \}-j film Inst notion. 

(£') Fiim irtstpiction results In a lar^^Q number 
of jvapiltj aeauring iilo.s i^nd faciaai in for - 
tnation \';hi(3h Sire cilscsofjnQOteci '^rnmi place ao~ 
quance iJ^ taUight. The teas her-s hart situa- 
tion reaalts In a oonn3«3toci asries of ^deas 
iiiid l^iotual information, 

610} Pupils Qx = .03od to i;ofAGh«r-oh» rt instruo- 
tion make rnoro sequential arrors thssui j;upils 
instriict.e' b^ a moving ri>atare film when 
place osduonca is tnu^ht. 

(11) It iB mors offoot/lve to ^jtve rerbal expla- 
nation duririB tho shotting of a film than to 
pTQsmi.% tho film v.ithout ooRsrant, provided 
tho peraoii giving tho trorbal explanation hsis 
sewi the flliB beforo the proaont?itior! and 
has riOTk&5 oat his Jt Atop'onta ji^i^rofalljf. 

(I'c) ^ilxna sonUkinini^ a hi >ih per csent of aotion 
piotirss are -s-oro offactlvQ than still pio- 
tares for .;re3Qiitlng certain t^-p&s of Kstar- 
ial ..in& vpproaoh the teacher sitttiition in 
effQOtivaneaa, 

(IS) I«angiMige is u n©j©s3ar^ aoisorapaniment of 
cjonsrete axperionjo. 

(14) The motion olotir© films herein a pi ; -1 hod 
are inflexible units which laok tho flexi- 
bility of the tQH3hor-language-chart situa- 
tion. This oan be roc::Q i^; i ad in jart by ato;- 
pins the filrr. for oofTinent or by oxpliiuatory 
rn'i.tarial glron daring the projeatlbc of the 
filra, (yota. the vvords atereogriph, alide, 
stlll-pl ature, mup or ^iagras! oan be uabsti- 
tuted for the word "chart", in the con pound- 
v,'ord "teach er-language-ohart^ above, with th€ 
same meaning, ) 



361 



(16) irOilpb n'' .-^Jii J one -li .nK-ci. cSjOaH .-.* iu is MS 

original infornstion tests shov: ti greater 
•per oant of loss in the rasmori? toat;. in- 
'Uoiifelng %htxt these i^roaps were able to 

oxcell irx tha niore d 5 •''•''' -^ ^j ■*■ rr, - of the 
orlcjlmil test. 

(16) The attention of pupils to the presenta- 
tion of a moving piJtur© film is not one 
hundred par jent, f.vnd Is not approai'*My 
'u^^her than the attention of pijpila to tho 
taach«r-3h;4rt ultaation. 

(17) Tha toachor's aaleatiVQ po^>oT to ©all the 
attest ion of the pa^ils to it^portant facts 
and relationdhlps 1.-5 nvtaoing in the fllras 
herein dosicribaa ^md should be supplied 

if p03Stbl9. 

(18) The isteraograph is seetniBgljr superior to 

. the sterooptican slide or flltn as a sapple- 
:iiontary ai4 in t0;AOhin.i>j material saoh ag 
"The stor^^ of a mountain gluoier.'^ 

(19) The yterao^raph used to supplement a stad^ 
Tjerlod in .^eogriph^; is -ore f?fi:eotlva t' an 
the 3tereopticj<3n 51 -• ■i'^ 'aed to aumrsarise the 
period of etadjr. 

(20) In or-ler to he effeetive moving picture 
instraation nuat oe conneated up ? ith the 
pupil's piiBt exoerie'oe in tenss of lansunge. 



■ bile iheso Qjrrjariments and ih© csonolusions which 
•ay ha dra^n from their rasalts m^ike no claia to being 
exhaustive th«y i^y he of ncme value to -(.he futaro in- 
vestigator in visual <9daoation *ind ihs teaoher v?ho ftoald 
■:.:-; Joation'B materials. 



W114 




/ %.*^^'y V"^*./ ^o^"^^'/ 






^^ '- .'^ 




WERT 
BOOKBiNDINC 

" JUNE 84 



